sustainability. Academic Deans will not only serve as assistant principals but will be preparing for the role of principals in future turnaround schools that PGCPS creates as part of the school succession system’s planning process for future school turnaround efforts. Similarly, ILTs will be encouraged to pursue their administrative licensure in order to assume higher levels of leadership, such as Academic Deans/Assistant Principals, in the future, and will also participate in ILT leadership training coordinated by the Turnaround Department throughout the school year. Recruitment PGCPS feels it is critical to – advertise via different media publications to attract the best and brightest professionals to meet the diverse needs to the student population at the turnaround schools. Funds will be allocated for advertisement and materials to support recruiting, hiring, and retaining highly qualified staff and stable leadership that can meet the diverse needs of the student population. This is a PRIORITY and aligns with COMPREHENSIVE AND EFFECTIVE PLANNING. 4. Provide staff with ongoing, high-quality, 1. The turnaround schools will seek to redesign Curriculum & embedded professional development that is aligned professional development to support teacher Instruction; with the comprehensive instructional capacity building Department of (High Priority: Student Profile, school’s program and designed with school staff to ensure Teacher Leadership Staff Profile, Student Achievement, Rigorous Curriculum, Instructional Program, Professional that they are equipped to facilitate effective teaching and Professional Development, Organizational Structure and and learning and have the capacity to successfully Development; Resources). The Turnaround Schools will partner implement school reform strategies August 2010 June Turnaround – with Research for Better Teaching RBT to build 2013 Principal and teacher and leadership capacity. RBT will conduct Assistant Principal;
sustainability. Academic Deans will not only serve as assistant principals but will be preparing for the role of principals in future turnaround schools that PGCPS creates as part of the school system’s succession planning process for future school turnaround efforts. Similarly, ILTs will be encouraged to pursue their administrative licensure in order to assume higher levels of leadership, such as Academic Deans/Assistant Principals, in the future, and will also participate in ILT leadership training coordinated by the Turnaround Department throughout the school year. Recruitment – PGCPS feels it is critical to advertise via different media publications to attract the best and brightest professionals to meet the diverse needs to the student population at the turnaround schools. Funds will be allocated for advertisement and materials to support recruiting, hiring, and retaining highly qualified staff and stable leadership that can meet the diverse needs of the student population. This is a PRIORITY and aligns with COMPREHENSIVE AND EFFECTIVE PLANNING. 4. Provide staff with ongoing, high-quality, professional development that is aligned with the school’s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies 1. The turnaround schools will seek to redesign professional development to support teacher capacity building (High Priority: Student Profile, Staff Profile, Student Achievement, Rigorous Curriculum, Instructional Program, Professional Development, Organizational Structure and Resources). The Turnaround Schools will partner with Research for Better Teaching RBT to build teacher and leadership capacity. RBT will conduct August 2010 – June 2013 Curriculum & Instruction; Department of Teacher Leadership and Professional Development; Turnaround Principal and Assistant Principal; embedded