CPACE: Notes on Professional Learning and Growth Leadership

Professional Development

Recruiting and Evaluating Staff Members

Recruiting Teachers and Other Staff Members
A leader should be strategic in recruiting new teachers and staff members. To determine whether candidates will be a good fit on the campus, the leader should examine them in relation to the school culture, vision, and goals. A leader should first use the school culture as criteria for recruitment. For example, if the school culture is one of innovation and creativity, the leader will want to recruit candidates who have demonstrated creativity in the past and are comfortable taking the risks necessary to try new things. Also, the leader will want to recruit candidates with the necessary skills to aid in implementing the school vision and goals. For example, if the school vision is to become an exemplary campus in the integration of technology into the learning process, the leader should recruit candidates who are skilled with technology and are comfortable utilizing it. Using such criteria when recruiting teachers and other candidates will ensure that they will be a good fit on campus and contribute to the school's success.

Including Other Team Members in the Recruitment Process
Including other team members in the recruitment process is beneficial for several reasons. First, having more than one person participating in this process reduces the potential for demonstrating bias during the recruitment and hiring process. Other team members may notice aspects of potential candidates that the leader missed, which can help to provide a well-rounded view of each candidate. Also, other team members may have different perspectives regarding the needs and dynamics of the campus, which can help to determine whether potential candidates are a good fit for open positions. Lastly, staff morale and campus culture can benefit from allowing team members to participate in the process of selecting their future coworkers. Some schools allow students to participate in the recruitment and selection process of teaching candidates because they are the ones who will ultimately be affected.

Evaluating Staff Members
For a campus to reach its goals and achieve its vision, all staff members must perform to expectations. It is essential that staff members be evaluated to ensure that all are performing to expectations. Evaluations of staff members provide an opportunity for leaders to identify areas of strength and weakness among the staff and to provide constructive feedback to staff members so that they can grow professionally. Leaders can use these evaluations to determine what additional support and resources are needed to support or improve the staff member performance. For example, a leader may discover through evaluation that the science department demonstrates deficiencies in providing hands-on instruction to students. The leader can then identify professional development and coaching to assist the science teachers in improving this area. Evaluations are also used to determine whether staff members will have continued employment on campus. Staff members who consistently perform below expectations may have to be removed from their position and assigned to a different position or campus.

Evaluating Teachers
State law requires that teachers be evaluated with a standardized evaluation system. The state may recommend a certain teacher evaluation system, but school districts can often choose which system to implement. Whether the school district adopts the recommended evaluation tool or develops its own, the standards for evaluation must meet or exceed the expectations outlined by the state. For teachers to be evaluated, the evaluators (usually campus administrators such as principals and assistant principals) must be trained in using the tool. Additionally, teachers must be trained on the tool that will be used to evaluate them. Evaluation often includes regular observations by the evaluator, collection of artifacts or data related to their practice, and conferences with the evaluator to discuss feedback. Teacher evaluation is usually based on performance in relation to the standards outlined in the evaluation tool, as well as growth or progress. Teacher performance standards are often related to instructional practice and strategies, professionalism, growth and professional development, and student performance. The evaluation process occurs throughout the school year and teachers receive a final evaluation rating at the conclusion of the school year.

Observe Staff Performance in Varied Scenarios

Observing Staff Performance
Leaders should use as many opportunities as possible to observe staff performance so they will have a well-rounded view of the performance. The opportunities may include various days of the week or times of day, as well as varied circumstances. Teachers can be observed while engaging in their instructional practice in the classroom.
They can also be observed while they are engaged in collaboration as they participate in professional learning communities. Additionally, teachers can be observed while they are fulfilling duty assignments such as arrival, dismissal, cafeteria, or hall duty. Other staff members can also be observed at different times, whether performing normal duties or engaging in special events such as community events, student events, or district events. A leader should be intentional and deliberate about seeking out different opportunities to observe staff at a variety of times, in a variety of circumstances, to obtain a fair and holistic view of staff performance.

Observing Staff in a Variety of Scenarios at Different Times
It is important to observe staff in a variety of scenarios and at different times to get an accurate impression of staff performance. If a leader observes a staff member infrequently or always at the same time, this may lead to an inaccurate perception of that person's performance. For teachers, class dynamics may vary throughout the day. When a leader does not vary the time of day for observing a teacher, he or she will not know how that teacher responds to varied classroom dynamics or how instruction is practiced in all of the assigned courses. For example, a teacher may have a small class in the afternoon with fewer challenges than other classes. If a leader observes the teacher only during that class, he or she may not see all of the instructional and classroom management skills that the teacher demonstrates throughout the school day. If a leader consistently observes a teacher at the same time, it can also lead to predictability. A staff person could prepare for observation, so that it is not an authentic reflection of that person's regular work performance.

Improving Staff Performance
Conducting observations can help to improve staff performance by providing opportunity for feedback and growth. Observations allow a leader to see a staff member in action. When a leader observes a teacher or other staff member, he or she will note strengths and weaknesses in that employee's performance in relation to campus and district expectations. The leader can specifically reference what was observed as evidence of those strengths and weaknesses. This data will then help the leader to provide feedback regarding performance. The leader can also provide suggestions for improvement or give access to professional development and resources that will help the staff member to improve. Observations can also illustrate staff members' strengths so that they can build on them and continue to grow in those areas. Feedback and recommendations can also be used immediately to improve performance.

Calibration Among Staff Evaluators
One campus may include multiple people who evaluate the performance of teachers and staff. The process of calibration is the training of all evaluators to maintain and look for the same standards of performance. When a team is not calibrated, different evaluators may have different perceptions of excellence, which can lead to confusion and inconsistency in staff performance. To calibrate staff evaluators, the team of evaluators should observe a staff person together at the same time. They each conduct an observation as if they were conducting it alone. After the observation is complete, the team of evaluators meets to discuss what they observed and how they would evaluate the staff person. The leader helps the team identify where their evaluations are aligned or misaligned in regard to the performance expectations. For example, a leader may believe that the observed teacher did a poor job implementing collaborative learning, while another evaluator believes that the teacher implemented collaborative learning in an acceptable manner. The leader would then refer to the performance standards and discuss the observed evidence to reach a consensus. This process would be repeated until all evaluators are able to assess staff members in like manner.

Developing Processes to Support Teachers' Growth

Supporting Teachers' Growth with Evaluations
Teacher evaluations support their growth because evaluations help to identify areas of needed improvement and hold teachers accountable for addressing those areas. Evaluations are based on a set of performance standards and will reveal if a teacher is not adequately meeting any of those standards. A teacher who needs to improve will know exactly where to focus improvement efforts, based on the evaluation results.
The evaluation will also help the leader know how to best support the teacher in growing professionally. Additionally, evaluations hold teachers accountable for improving their practice. The accountability comes from the process of conducting evaluations, including timelines and deadlines, self-reflection, and conversations with the evaluator regarding areas of growth. When professional growth or efforts to achieve growth are not observed in the teacher, the teacher is at risk for receiving a negative evaluation at the end of the school year. A negative evaluation could result in outcomes such as probation or termination. The process of evaluating teachers ensures that they are growing professionally to become the best teachers they can be.

Selecting Professional Development for Staff Members
A leader needs to be deliberate in selecting professional development for staff members so that it is purposeful in helping staff achieve the campus goals and vision. One strategy a leader can use includes analyzing how the professional development aligns with the campus vision and goals. For example, if the campus goal is to increase reading performance, then selecting a professional development session on implementing effective reading instructional practices would be appropriate.
Another strategy that a leader can use to select professional development is to identify weak areas of staff based on observations and evaluations. A leader may observe that several teachers are having difficulty implementing effective classroom management strategies, so that leader may seek out professional development that addresses classroom management. Also, a leader must ensure that staff members participate in professional development that is mandated by the district or the state, such as something related to special populations of students or law and policy.

Supporting Teachers' Growth with Coaching
A coach is a professional who helps a teacher to develop the skills necessary to work effectively. A coach is a staff person who does not supervise or evaluate the person being coached. This helps to foster a relationship of trust between the coach and the teacher. A coach will identify a teacher's areas of strengths and weakness based on a predetermined rubric or set of expectations. Then the coach will provide one-on-one support to help the teacher improve targeted areas.
The coach may provide books and resources or recommend professional development sessions. The coach may also model effective teaching, observe the teacher in practice to provide real-time feedback, assist in the lesson planning process, and guide the teacher in self-reflection and critical analysis processes. A coach provides individualized, targeted support to teachers, which helps them to grow, usually in a shorter period of time than other forms of professional development support.

Utilizing High-Performing Teachers to Support the Growth of Other Teachers
High-performing teachers on campus can support the growth of other teachers by becoming leaders, serving as models, and coaching. High-performing teachers may exceed performance expectations in many areas or only a few, but their strengths can be leveraged to benefit the other teachers on campus. A leader may utilize high-performing teachers as leaders on campus in several ways. These teachers may be promoted to lead departments or be tasked with leading collaborative meetings, such as professional learning communities. Leaders may also direct these teachers to lead on-campus professional development sessions relating to their areas of strength. These teachers can also serve as models to the other teachers. Teachers who need to improve in certain areas may be asked to observe a high-performing teacher to see how a particular skill or strategy is implemented in the classroom. A high-performing teacher can also have a coaching role for other teachers to provide one-one-one support in certain performance areas.

Recommends Appropriate Teaching and Learning Practices

Importance of the Principal as an Instructional Leader
The principal should act as the instructional leader on campus. This is important because it helps the leader to focus on instruction on campus, helps to support teachers, and establishes credibility with the faculty. When a principal is an instructional leader, instruction is prioritized. This impacts all school operations, including scheduling, alignment of resources, and support. Also, instructional leaders are able to support teachers in improving their skills related to teaching and learning.
A principal who is experienced in and familiar with instruction will be a better evaluator of instruction and can offer expertise in improving instructional practice. Also, acting as an instructional leader gives validity to the principal's feedback relating to instruction. Teachers will be more receptive to feedback and advice regarding their instructional practice if the leader has demonstrated that he or she prioritizes instruction and has knowledge and expertise in that area. The principal should be prepared and willing to take the lead instructionally on campus in a variety of forms, such as providing feedback, demonstrating or modeling expectations, and collaborating and problem-solving with teaching staff.

Importance of the School Leader's Participation in Professional Development
A principal should participate in professional development for his or her own growth and development and to demonstrate solidarity with staff members. When possible, a leader should participate in professional development with the staff so that he or she can learn as well. Leader participation in professional development helps to identify the actions and behaviors he or she can expect from staff that also participate in the session. For example, if teachers participated in a professional development session regarding collaborative learning strategies, the leader would need to know what effective implementation of those strategies would look like in the classroom and how to support teachers as they implement them. Also, when the leader participates in professional development with staff, this demonstrates to the team that the leader values the opportunity for professional development and views it as a priority. This will increase buy-in from the staff and help them to be more receptive of the information and training that they receive at the professional development session.

Teaching Resources, Time, and Procedures

Collaborative Teaching and Learning
Collaborative teaching involves two or more teachers engaging in instruction together. Collaborative teaching can take many forms, such as team teaching, co-teaching, and others. For example, one teacher may act as a lead teacher and present instruction to students while the other teacher acts as a support, helping to manage student behavior and reinforce concepts with struggling students. In another model, a teacher may present new instruction to students while another teacher in the room provides remedial or intervention instruction to a small group of students. Other team-teaching models involve students being divided into groups and receiving new instruction from a teacher within their groups. In a team-teaching model in which both teachers act as lead teachers, there are often student rotations or instructional stations involved. Collaborative teaching requires co-planning on the part of the team teachers and a good working relationship between them. Collaborative teaching allows for more flexibility within the classroom and exposes students to differentiated instruction and a variety of teaching styles.

Structure of Professional Learning Communities
Professional learning communities can be structured in a variety of ways to support collaboration among educators on campus. Most often, these professional learning communities are organized in a way that allows staff with shared roles or responsibilities to collaborate together under the leadership of one person who is designated to lead the community and is often trained to do so. For example, a professional learning community structured by grade level may consist of all eighth-grade teachers. In contrast, a community structured by content area may consist of all math teachers on campus. The campus leader may determine which structure best meets the needs of the teachers and students. Professional learning communities are usually goal-driven, which encourages participants to collaborate in order to achieve the established goals. Professional learning communities are often guided by the following questions: What do we want students to learn? How do we know if they learned it? What do we do if they did not learn it? What do we do if they did learn it? While participation in professional learning communities may be voluntary on some campuses, for many schools it is mandatory for teachers to participate.

Purpose of Professional Learning Communities
The purpose of professional learning communities, also referred to as PLCs, is to improve the educational performance and achievement of students through educator collaboration. PLCs are structured ways to facilitate sharing knowledge and improving skills among educators through data analysis, action research, exchange of expertise, and professional dialogue. In PLCs, teachers may discuss their practice and seek ways to improve. For example, teachers participating in a PLC may share lesson plans with committee members for feedback. Teachers may also share student work with committee members to calibrate grading practices or solicit ways to improve the quality of students' work. For example, a teacher may present a sample of student writing to committee members to get feedback on suggested focus areas for subsequent instruction. Teachers may also discuss student performance data in PLCs. This data may include summative assessment within the classroom or formative assessment, such as benchmark data or standardized testing data. Teachers may also use PLCs to discuss professional literature.

Benefits of Collaborative Teaching and Learning
There are many benefits of collaborative teaching and learning. When teachers collaborate, they are able to share ideas. This fosters innovation and growth on campus. Collaboration also helps to solve problems more quickly. When a teacher has an issue, other teachers can provide resources, suggestions, or advice to help address the issue so the teacher does not have to research solutions independently and attempt to solve the problem through trial and error. For example, if a teacher has difficulty reaching a particular student, collaborating with other teachers who have that student in class and have been successful can help to identify ways that the teacher can reach the student. Also, collaboration among teachers builds community and fortifies the school culture. When teachers work and plan together, they build relationships with one another that can foster feelings of belonging and support. Teachers who are collaborative know that they can celebrate successes with their team members and that if they have a problem or challenge, they have a team of supporters. When teachers have these types of relationships and feel supported, it is easier to retain them in the classroom and encourage them to grow professionally.

Supporting Collaborative Teaching and Learning on Campus
A school leader is instrumental in ensuring that teachers are able to collaborate on campus. First, the school leader must plan a school schedule that allows for collaboration. This could mean that there are designated times for professional learning communities or that teachers who need to plan together have planning periods scheduled at the same time. For example, if the school leader expects all teachers in a certain grade level to collaborate, then the instructional schedule must accommodate a shared planning time for those teachers. The school leader also needs to train staff how to participate in a collaborative learning environment in line with the campus vision and goals. This requires the leader to set clear expectations for the operation and outcomes of collaborative planning, such as those outlined in professional learning communities. Also, the leader must designate teachers or leadership team members to lead collaborative planning so that there is organization and accountability. Finally, the leader can support collaborative teaching and learning by participating in collaborative meetings when possible and modeling collaboration in other areas.

Collaborative Learning
Collaborative learning is an instructional strategy in which students are organized into groups for learning. These learning groups allow students to support each other and dialogue about the instruction and content. Collaborative learning reinforces listening and speaking skills in addition to the presented content. Teachers may employ several different strategies to organize students into collaborative groups. These include ability grouping (or homogenous grouping), heterogeneous grouping, and flexible grouping. In homogenous grouping, a teacher may organize students into groups based on proficiency with a certain skill so that targeted support and activities can be provided to groups based on their collective need. In heterogeneous grouping, students with different strengths or skills may be grouped together to balance out the group's deficits.
Students may remain in these designated groups for a certain period of time, such as a grading period. Flexible groups are dynamic and take on different forms based on the instructional goals set by the teacher. These groups may have different sizes and composition based on needs.

Appropriating Resources for Effective Instruction

Supporting Instruction Through Appropriate Physical Resources
Effective instruction requires appropriate physical resources. The leader can support instruction on campus by providing adequate physical resources for instructional staff. Physical resources include all of the tangible items needed to deliver instruction, such as furniture, books, and supplies. For example, classroom spaces must be able to accommodate teachers and learners, so there must be an adequate number of desks or tables and chairs, as well as physical square footage of the instructional space. Also, teachers need access to instructional supplies and appropriate technology for instruction. Other physical resources include curriculum, textbooks, computer labs, and other instructional resources. Leaders can identify necessary physical resources based on the school's vision and goals. For example, if the campus is striving to excel in STEM instruction, the leader needs to equip the school with science materials, computers, and other physical resources required for effective STEM instruction. Also, the leader may seek feedback from instructional staff regarding the necessary resources to be effective in the classroom. For example, a teacher may need additional bookshelves to accommodate leveled books within the classroom.

Supporting Instruction Through the Appropriate Human Resources the appropriate staff in place to deliver and support the instructional program. Human resources that are part of the instructional program include teachers, librarians, aides, and many others. A leader must ensure that the right number of people with the appropriate skills and qualifications are placed in the appropriate instructional positions. For example, it is the leader's responsibility to ensure that all classes are assigned a highly-qualified teacher for the start of the school year. This may mean that the leader actively recruits and screens teaching candidates to have a fully-staffed campus throughout the school year. Additionally, a leader must respond to needs for additional staffing or changes in staffing throughout the school year. For example, if students demonstrate deficits in math, the leader may identify math tutors to provide additional instruction. Also, a leader may notice that students with special needs require more support within the classroom and can implement a co-teaching model to support instruction. The leader can also seek feedback from staff to determine where additional instructional staff may be needed or where staff changes need to be made.

Importance of Resources for Effective Instruction
A leader must ensure that the appropriate resources are provided to instructional staff in order to support effective instruction on campus. A lack of resources on campus can make it difficult for teachers to teach and for students to learn. For example, if a teacher is assigned 22 students in her classroom, but there are only 20 desks, the teacher will have difficulty arranging her classroom in a way that is conducive to learning. Also, if a classroom does not have a highly-qualified teacher assigned to it, students will lose out on quality instructional time. In contrast, when teachers and other instructional staff are provided with the physical and human resources needed for effective instruction, both they and the students benefit. For example, if the school's vision is to cultivate reading skills in students, teachers would benefit from books, bookshelves, online reading programs, a library, and a librarian in order to achieve that vision. As a leader may not be able to provide all of the desired resources for instructional staff, he or she must decide which resources can be provided based on the school budget.

Overcoming Budgetary Challenges

When Providing Instructional Resources to Teachers A. times, the school budget will not be sufficient to provide the desired instructional resources for teachers. In these instances, a school leader may need to seek additional ways to provide these resources. One way to overcome this challenge is to seek funding from outside the school. This may mean applying for grants or seeking donations from various businesses and organizations. The funds acquired can be used to purchase the desired resources. An additional strategy is to ask the manufacturers to donate the resources to the school. The school may volunteer to be a pilot school for the implementation of new resources. Also, parent organizations can conduct fundraisers to supplement the school budget and secure the needed resources. For example, the PTO may conduct a fundraiser to purchase supplies for the art program. The school leader should also determine whether the next school year's budget should accommodate the resources for the subsequent school year.

Time Management

Using Planning Time to Support Effective Instruction
Teachers have planning time scheduled into their instructional day. This planning time is determined when the master class schedule is designed for the campus, so leaders must consider in advance how much time is allotted to teachers for planning. A leader should encourage teachers to use this time to support effective instruction. For example, teachers can assess the quality of student work, prepare feedback for students, and determine which skills or content may need to be retaught. Planning time can be used to examine resources and determine how they can be incorporated into instruction or to identify differentiated instructional strategies for reaching diverse learners. Teachers may also choose to collaborate with other teachers in the planning and delivery of lessons. Leaders should ensure that teachers have adequate planning time and access to resources to support their efforts during planning time. Additionally, leaders should be considerate of teachers' planning time by avoiding scheduling meetings, conferences, duty, or other assignments during this time whenever possible.

Impact of Time Management on Instruction
Instruction on a school campus is delivered according to a strict schedule. Specific times are allotted for various aspects of the instructional program. A school leader's ability to manage his or her own time as well as to occupy the time of other campus staff can affect instruction. For example, the leader's timeliness in approving decisions relating to instruction can impact the timeline of projects. The timeframe in which the school leader obtains resources for the instructional program can also impact instruction. For example, if the campus would like to integrate technology into the curriculum, the leader's ability to secure computers for the students and teachers affects when instruction could begin. Additionally, the leader's daily decision-making regarding use of time can impact instruction, such as scheduling of meetings, school assemblies and activities, and conferences with staff. The leader must manage his or her time in planning, decision-making, and other duties throughout the school day to support the instructional program.

Preserving Instructional Time
Preserving instructional time means reducing the number of distractions and interruptions to the instructional program, specifically the time students spend in the classroom. Interruptions to instructional time may include announcements, school assemblies, meetings, or any other activities or events that distract from the instructional routine. For example, a campus leader may desire to host a school-wide event such as a pep rally during the school day. The leader would need to consider the impact on the instructional day from hosting such an event. He or she may decide to adjust the day's schedule by taking a few minutes from each class, rather than having students miss a large portion of instructional time from one class, to accommodate the event at the end of the day. A leader may also decide that a pep rally does not warrant the interruption of instructional time and instead may postpone the event. Leaders who preserve instructional time use school-wide public announcements sparingly, adjust schedules for school assemblies to reduce the impact on instructional time, and try to schedule other meetings and events outside of the instructional day when possible.

Fiscal and Human Resources

Allocating Funds and Budgeting

How School Funding Is Calculated
School funding comes from a variety of sources. The federal government provides some funding, but this is usually not substantial and may fluctuate due to changing budget decisions at the federal level. The state governments also provide funding to schools based on income and/or sales taxes. The majority of school funding is gained from property taxes within the school district. Both residences and commercial properties are taxed and a portion of those taxes are allocated to school districts. Schools generally receive an allotment of funds on a per-pupil basis. The per-pupil allotment differs by school district but may average about $10,000 per pupil. However, certain programs warrant extra funds on top of this allotment, such as special education programs and technology programs. Schools and school districts often seek grants and donations from foundations to supplement their budget.

Centralized Budgeting and Decentralized Budgeting
Centralized and decentralized budgeting refers to the locus of control for budgeting decisions within a school district. In a centralized school district, all budgetary decision-making is conducted by district leaders within the district office. Principals and the campuses they lead have little to no budgetary authority in a centralized district. When a district is centralized, principals must follow strict guidelines as to what can be purchased and when. The benefit of a centralized budgeting process is that budgeting decisions are controlled and quality and efficiency can be easily monitored. However, this type of system can prevent staff buy-in and cause school leaders to feel they do not have the authority to make the changes necessary for their school to be successful. In contrast, in a decentralized district, principals have the authority to make budgetary and purchasing decisions. This allows principals to determine which resources meet the needs of each individual campus and gives them the latitude and flexibility to address campus needs. The benefit of a decentralized budgeting process is the flexibility and increased buy-in of leaders. However, this type of system can be more difficult to monitor and cause more instances of mismanagement of funds.

Factors to Consider When Allocating Funds
A leader should consider multiple factors when allocating funds. First, the leader should refer to the school's vision. The allocation of funds should align with that vision. Similarly, the leader should align the allocation of funds to the school's goals. It is likely that the goals that are set for the school require funds and resources to accomplish them, so these funds should be allocated first. A leader should also consider whether funds are recurring or one-time funds.
When a school receives funds that will not be renewed, a school leader must ensure that whatever is completed with those funds is sustainable for the future once those funds are gone. The school leader must also evaluate the school program and organizational structure to ensure that sufficient funds are allocated to the successful and efficient operation of the school program.

Factors That Affect a School's Budget Each Year
A school's budget is not fixed but can vary from year to year based on a variety of factors. Funding from the federal and state government can fluctuate and impact campus budgeting. In some years, the government provides one-time funding that cannot be expected in subsequent years, which causes fluctuations. Additionally, the government can
change allocations of funding for specific programs. For example, allocation of funding for Career and Technology Education may be altered, so even though the number of students participating in the program does not change, the received funds do. Local property taxes may change in a school district, affecting the money allocated to schools. Additional factors include changes in student enrollment, changes in school programming, and other factors. Each year, a school leader must evaluate the proposed budget for the school year and make decisions based on each year's budgetary allocations.

Strategies for Recruiting Highly Qualified Personnel

Highly Qualified Personnel
The term 'highly qualified' is used to describe the minimum qualifications of a teacher according to the No Child Left Behind Act, enacted in 2001. To meet staffing expectations, a leader has the responsibility of ensuring that teachers are highly qualified. This means that the teacher must hold a bachelor's degree and either have full state licensure/certification or demonstrate knowledge of the subject that he or she will teach. Based on this definition, states have enacted various procedures that enable teachers to demonstrate their content area knowledge, such as testing. A teacher may be highly qualified in one subject area and not in another. For example, a teacher may be deemed highly qualified to teach chemistry due to holding a bachelor's degree in science and being state certified in chemistry, but that same teacher would not be highly qualified to teach biology. Having highly qualified staff on campus ensures that teachers are knowledgeable in their assigned content areas and capable of teaching the content to students.

Recruitment Strategies
Leaders can employ several strategies to recruit highly qualified personnel. Leaders can participate in recruitment fairs. These are often hosted by the school district or by community organizations.
Leaders can follow up with people from the event for interviews or may even conduct screening interviews at these fairs. Also, leaders can contact teacher preparation programs for referrals of recently certified teachers. These entities have lists of recent graduates along with their areas of specialization. However, these lists include people with limited or no teaching experience. It can also be helpful to post advertisements on traditional recruitment sites. Some sites specialize in recruiting for education. Finally, leaders can use word of mouth advertising to recruit highly qualified personnel. Teachers and staff on campus may have colleagues in other locations who would like to work at a new school. For example, a person may want to work at a school that is closer to home or teach a different grade level.

Importance of Being Fully Staffed at the Outset of the School Year
If a school leader has numerous teaching vacancies, it can be difficult to have all staff in place at the outset of the school year. However, the beginning of the school year is a critical time that can impact the success of the entire school year, so a leader should strive to have 100% of staff in place before school starts.
First, important training and professional development occur prior to the start of school. A teacher who is hired later will miss these. Additionally, teaching staff begin to bond and unite as a team prior to the start of the year and a teacher would miss this opportunity if hired late. Also, students learn procedures and expectations for behavior and learning at the beginning of the school year. A teacher who is hired late may have to reset expectations for students, which could cause a difficult start for both the teacher and the students.

Impact of Having Temporary Staff on the Instructional Program

At times it is necessary to have temporary staff to support the instructional program. If there is a teaching vacancy or if a teacher is absent for an extended period of time, a leader may have to obtain temporary personnel until a permanent solution is found.
Often, however, temporary staff persons are not highly qualified and do not have the same training and experience that permanent staff members do. A. a result, the quality of instruction may be reduced when temporary staff persons are in the classroom. Additionally, with temporary staff persons, there may be a need for increased monitoring and support from other permanent staff persons, such as clerks and administrators, to ensure the effective and efficient progress of the instructional program. This can produce further strain on staff and the instructional program. To ensure that the instructional program is excelling and that students are receiving high quality instruction, the school leader should minimize the need for temporary staff.

Impact of School Culture on Teacher Recruitment
School culture is determined by the leader and the staff of the campus. The school culture can create a welcoming environment for new teachers or it can repel them. When the school culture is positive, focused on students, and driven by excellence, teachers will want to be part of that culture. They will be motivated by the positive culture and will recruit others to join the team. Additionally, when the culture is positive, students thrive, which can make the teacher's job easier and more enjoyable. On the other hand, if the school culture is negative, teachers and staff will likely have negative attitudes as well. Teachers will seek a way out of that school environment rather than encouraging others to join the team. This negative culture can negatively affect student academic performance and behavior. If a potential teacher candidate observes a negative school culture, he or she may be unwilling to work at that campus.

Impact of Leadership Style on Teacher Recruitment
The leadership style of the school leader and other leaders on campus can positively or negatively impact teacher recruitment. A leadership style that is perceived as negative can deter teachers from wanting to work at that leader's campus. During the recruitment process, a candidate may observe how the school leader speaks to him or her, the way the leader treats staff and students, and other indicators of leadership style. For example, if a leader is perceived as being overly demanding, negative, or micromanaging, a teaching candidate will not want to work for him or her. In contrast, if a leader is fair, supportive, and warm, a teaching candidate will be attracted to the position. Effective leaders attract effective teachers. Teachers will seek to work on campuses where they will thrive and grow, and the school leader is an indication of whether the campus will meet a teacher's professional needs.

Seeking Community-Based and Other Additional
Resources Needed for Accomplishing Goals

Seeking Additional Resources for Accomplishing Goals
A school leader may seek additional resources for accomplishing goals because there may not be sufficient school funding to accomplish everything that needs to be accomplished. When planning school budgets, leaders have to determine how to allocate funds. Often budgets have shortfalls, especially for initiatives that are lower on the priority list. As a result, a leader may have to seek funding and resources from outside of school to accomplish these goals. These additional resources may be in the form of grants, donations, volunteers, etc. For example, if a school leader wanted to establish a garden on campus, rather than using school funds for the gardening supplies and staff to tend the garden, the leader may solicit donations of gardening tools and volunteers to work in the garden. These types of resources can be very beneficial to the instructional program and alleviate some of the constraints of the school budget.
The leader has the primary role in ensuring that sufficient resources are available to accomplish the set goals. First, the leader should properly allocate the funds and resources allotted by the school district to meet goals. If there is a shortfall in resources, the leader is responsible for advocating on behalf of the school to solicit additional resources. This may include petitioning for additional resources from the school district or seeking resources from community organizations and businesses. A leader may apply for grants to support the school program; seek donations of funds, resources, or equipment; or gather volunteers for staffing support. For example, if the school cannot afford to purchase new computers, a leader may ask a business organization to donate used computers to the school. The leader should take initiative in securing the resources necessary to accomplish the goals that he or she set for the school.

Potential Community-Based Resources
There are many community-based resources that are likely available to schools. For many communities, local churches offer a variety of resources that can support the school, such as volunteers, food and clothing for students and families in need, and much more. Also, many cities have local community programs to support the physical and mental health needs of the community and to provide nutritional support to families in need. There may be programs related to local transportation, arts, sciences, sports, clubs, and others that are available in the community. A school leader should be aware of all of the organizations in the surrounding community and communicate with these organizations to determine how they can partner to support students and their families. Often, these community-based resources can support students' non-instructional needs so that they can participate in the school program. These needs may include counseling, health-related needs, food and housing needs, and others.