Standard 2:  Goverance and Leadership

The agency operates under governance and leadership that promote and support student performance and agency effectiveness.

 

Indicator 2.1

Indicator 2.1 – The governing body establishes policies and supports practices that ensure effective administration of the agency.

Rating:  3 - Policies and practices support the agency’s purpose and direction and its effective operation. Policies and practices promote effective teaching and learning as well as equitable, relevant and targeted learning experiences. There are policies and practices regarding professional growth of all staff. Policies and practices provide requirements, direction for, and oversight of fiscal management of the agency.

Policies and practices support the agency’s purpose and direction and its effective operation. Policies and practices promote effective teaching and learning as well as equitable, relevant and targeted learning experiences.

There are policies and practices regarding professional growth of all staff.

  • All MAISD staff are encouraged to attend relevant professional learning opportunities including those outside of the 5 state required professional development days (DPPD). Our bargaining unit contract, ARTICLE V, Section G has language that specifically speaks to options staff have for professional development.

Policies and practices provide requirements, direction for, and oversight of fiscal management of the agency.

Specifically, Board Policies 6220, 62106231, and 6230 detail these policies and practices for the MAISD Board of Education.

Indicator 2.2

Indicator 2.2 – The governing body operates responsibly and functions effectively.

Rating: 3 - The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics, and free of conflict of interest. Governing body members participate in systematic, formal professional learning regarding roles and the responsibilities of the governing body and its individual members. The governing body complies with all policies, procedures, laws, and regulations, and functions as a cohesive unit.

The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics, and free of conflict of interest.

  • MAISD’s Board of Education complies with all defined roles and responsibilities, etc. as seen in the Board Policies. Our bargaining agreement similarly lays out board and union responsibilities.

Governing body members participate in systematic, formal professional learning regarding roles and the responsibilities of the governing body and its individual members.

  • Our board members participate in the Montcalm County School Board Association that sponsors two learning opportunities each year for board members. For the most recent meeting, the featured topic was Rural Poverty.

The governing body complies with all policies, procedures, laws, and regulations, and functions as a cohesive unit.

  • MAISD complies with the State of Michigan's Elliot-Larsen Civil Rights Act and this statement appears on our website, our letterhead, as well as other documents.  

 

Indicator 2.3

Indicator 2.3 – The governing body ensures that agency leadership has the autonomy to meet established goals and to manage day-to-day operations effectively.

Rating: 3 - The governing body protects, supports, and respects the autonomy of agency leadership to accomplish goals for improvement and to manage day-to-day operations of the agency. The governing body maintains a distinction between its roles and responsibilities and those of agency leadership.

The governing body protects, supports, and respects the autonomy of agency leadership to accomplish goals for improvement and to manage day-to-day operations of the agency.

  • The Board of Education for MAISD sets and implements policies at an organization level while our day to day operations are managed by highly qualified individuals such as is evidenced in the Special Education listing of supervisors that delineates their specific programmatic roles.

The governing body maintains a distinction between its roles and responsibilities and those of agency leadership.

  • A typical board meeting for MAISD demonstrates the distinction between administrative leadership and agency leadership.

Indicator 2.4

Indicator 2.4 – Leadership and staff throughout the agency foster a culture consistent with the agency’s purpose and direction.

Rating: 3 - Leaders and staff throughout the agency align their decisions and actions toward continuous improvement to achieve the agency’s purpose. They expect all personnel to maintain high standards. All leaders and staff are collectively accountable for maintaining and improving conditions that support student performance and agency effectiveness. Leaders throughout the agency support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by collaboration and a sense of community.

Leaders and staff throughout the agency align their decisions and actions toward continuous improvement to achieve the agency’s purpose. They expect all personnel to maintain high standards. All leaders and staff are collectively accountable for maintaining and improving conditions that support student performance and agency effectiveness.

  • Each year MAISD produces an annual report that shares how we have been accountable in achieving our purpose.

Leaders throughout the agency support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by collaboration and a sense of community.

 

Indicator 2.5

Indicator 2.5 – Leadership engages stakeholders effectively in support of the agency’s purpose and direction. Leaders communicate effectively with appropriate and varied representatives fromstakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on agency improvement efforts, and provide and support meaningful leadership roles for stakeholders. Agency leaders’ efforts result in measurable, active stakeholder participation; engagement in the agency; a sense of community; and ownership.

Rating: 3 - Leaders communicate effectively with appropriate and varied representatives fromstakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on agency improvement efforts, and provide and support meaningful leadership roles for stakeholders. Agency leaders’ efforts result in measurable, active stakeholder participation; engagement in the agency; a sense of community; and ownership.

  • MAISD takes great in the communication and collaboration we have with our local districts as well as the community. Perhaps the best, most comprehensive accounting of this is our Shared Services document.
  • We also have partnered with Ionia County ISD and WoodTV to highlight our IM Kids 3rd Meal Program.
  • One of the best collaborations we have is through our Homeless Program that covers four counties in the mid-Michigan area.
  • We also would like to draw attention to the use of Pod Casts as a communication tool. Here is a sample of one of our Pod Casts.

 

Indicator 2.6

Indicator 2.6 – The agency’s supervision and evaluation processes result in improved professional practice.

Rating:  3 - The focus of the criteria and processes of supervision and evaluation is improving professional practice throughout the agency. Supervision and evaluation processes are regularly implemented. The results of the supervision and evaluation processes are used to monitor and effectively adjust professional practice throughout the agency.

The focus of the criteria and processes of supervision and evaluation is improving professional practice throughout the agency. Supervision and evaluation processes are regularly implemented. 

The results of the supervision and evaluation processes are used to monitor and effectively adjust professional practice throughout the agency.

  • Professional learning opportunities are tied to staff evaluations. Here, in this example, a teacher's progress is monitored. The teacher moves from a rating of minimally effective  to effective.

Indicator 2.7

Indicator 2.7 – The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.

Rating:  4 - The governing body consistently protects, supports, and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the school. The governing body maintains a clear distinction between its roles and responsibilities and those of school leadership.

The governing body consistently protects, supports, and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the school. The governing body maintains a clear distinction between its roles and responsibilities and those of school leadership.

  • There are a variety of ways that the Seiter Educational Center can show that it has the autonomy it needs; specifically, both survey results from the Center as well as meeting minutes, that show decisions the school makes and ideas it discusses, speak to this autonomy.

Indicator 2.8

Indicator 2.8 – Leadership and staff foster a culture consistent with the school’s purpose and direction.

Rating:  3 - Leaders and staff align their decisions and actions toward continuous improvement to achieve the school's purpose. They expect all students to be held to high standards in all courses of study. All leaders and staff are collectively accountable for student learning. School leaders support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by collaboration and a sense of community.

Leaders and staff align their decisions and actions toward continuous improvement to achieve the school's purpose. They expect all students to be held to high standards in all courses of study.

  • Seiter Educational Center’s annual School Improvement Plan speaks to the continuous focus on improving educational outcomes for all of their students.

All leaders and staff are collectively accountable for student learning. School leaders support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by collaboration and a sense of community.

  • Seiter Educational Center staff work diligently to foster a positive culture and one that aligns with its purpose and direction. As you can see over time, survey results show an upward positive trend with respect to climate. These survey results are frequently shared with staff. (see paper on desk)

Indicator 2.9

Indicator 2.9 – Leadership engages stakeholders effectively in support of the school’s purpose and direction.

Rating:  3 - Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. School leaders' efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership.

Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders.

  • The Montcalm Area Career Center used a review committee with a variety of stakeholders, including at least one parent, students, and local businesses, when deciding whether or not to keep and maintain its Cosmetology program.
  • Our Great Start Readiness Program maintains formal communications with agencies such as Eight Cap.

School leaders' efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership.

  • Each Monday of the school year the principal of the Seiter Educational Center sends out what is called her “Monday Morning Memo.” This sample of the memo shows the results of their climate survey.
  • Note that one of the dates on page 2 is a reminder about their ongoing efforts with Positive Behavior Supports for students which directly impacts engagement and ownership.

 

Indicator 2.10

Indicator 2.10 – Leadership and staff supervision and evaluation processes result in improved professional practice and student success.

Rating:  3 - The focus of the criteria and processes of supervision and evaluation is improving professional practice and improving student success. Supervision and evaluation processes are regularly implemented. The results of the supervision and evaluation processes are used to monitor and effectively adjust professional practice and ensure student learning.

The focus of the criteria and processes of supervision and evaluation is improving professional practice and improving student success. Supervision and evaluation processes are regularly implemented. The results of the supervision and evaluation processes are used to monitor and effectively adjust professional practice and ensure student learning.

  • Montcalm Area ISD maintains policies related to staff supervision and evaluation. See, for example, Policy 3320.
  • Language in the bargaining agreement also speaks to evaluation. MAISD follows Michigan legislation for evaluation.
  • Here, an example from the Montcalm Area Career Center, shows teacher improvement as evidenced by the teacher's evaluation and connection to professional development.

Narrative

The MAISD Board of Education, district leaders, and building leaders are committed to continuing to provide outstanding governance and leadership to our stakeholders.  Though the district and building level surveys indicated that the “staff supervision and evaluation process is resulted in improved professional practice in student success” standard met expectations, this was the lowest score for both at the district and building level.  To that end the Montcalm Area Intermediate School District is adopting the Danielson Framework for Teaching to be the official evaluation tool/system for teaching staff and will be using the School ADvance Evaluation tool from the Michigan Association of School Administrators.

It is important to note that between 2014 and 2016, there were many staff changes at the administrative level. As is typical of change, it takes stakeholders, both internal and external ones, time to adjust. MAISD will be using the AdvancED external visit results, survey results, and the strategic planning process to create a new plan for the next five years beginning in 2017. While we have recently invested considerable energy in revamping our website, this will also be the time for us to update our Collaborative Services document, program descriptions, and standard operating procedures. Additionally, we adjusted our support staff salary scale to try to recruit and retain staff. We will be evaluating this effort as well as looking at further strategies to ensure we have the best staff possible.