Name Carolyn Gassmann

EPPSP Group 39
Butler University

The Experiential Program for Preparing School Principals

STANDARD:
18. Analyze operational procedures. Provide evidence that clearly shows your school’s
operational procedures are designed and managed to maximize opportunities for successful
learning. (ELCC 3.1)

Summary:

Every year on the first teacher work day of the school year, our staff spends the day all together
reviewing the procedures and practices of our building. To prepare for this meeting, each
teacher must have their handbook with them and be ready to receive updated paperwork
regarding these procedures for the coming school year. At first glance, procedural alignment is
evident. On the cover of our handbooks is an illustration of a building. At the foundation are the
words “The pillars for creating a ‘brand’ of academic excellence. Above that are the three pillars
upon which everything we do is based. Those pillars are: How we look, How we act, and How
we teach and learn. Forming the roof at the top are the words “process” and “protocol”. These
three pillars form the processes and protocols we use each day in our school. I will organize the
operational procedures of our school into those three categories.

How we look
This pillar represents how we look as a staff, as well as the physical appearance of the building.
In the teacher handbook are policies regarding staff attire. These policies are similar to what
would be found in many workplaces. No jeans, sweatpants, or flipflops. Denim may be worn if it
can be considered “business casual”. Teachers should be modest in how they are dressing.
When leaving the school building staff may dress for the activity, wearing jeans, shorts, or t-
shirts when deemed appropriate. At the bottom of this document is the guideline that, “We
represent the education profession, so we dress like professionals.”

The other aspect of our “look” is that of our building. Our janitorial staff is expected to keep the
school clean, and teachers are expected to keep it decorated appropriately. The staff is
responsible for following a designated schedule as to when they must decorate bulletin boards
with relevant work. These boards, as stated in the handbook, “are designed to celebrate
learning. It is expected that bulletin boards, as well as hall displays, reflect school objectives and
the finest of student work in various areas.”

When continuing to think about the “look” of our school, this also centers around how students
look when following various procedures. For example, students are expected to walk in straight,
quiet lines in the hallway and use the restroom respectfully. Upon entering classrooms, students
are expected to be either sitting at desks, tables, or on the floor engaging in work that is
designed to be completed as a whole class, in small groups, or partners, or individually.

How We Act

When thinking about how we act, two main areas come to mind. The first is staff responsibilities
and the second is crisis procedures. In looking at staff responsibilities, we may start at the
beginning of day—student arrival. Related Arts teachers and members of the support staff are
assigned to supervise and help in the areas of bus arrival, parent drop off, breakfast, and
student movement to classrooms. Students exit the buses in descending grade order and report
directly to the cafeteria for breakfast. They have a designated amount of time to eat, and then
must report to their classrooms. General education teachers are expected to be waiting at their
door frame to greet each student as they enter the classroom. From there, students are to work
quietly on teacher-selected work until the morning announcements begin. Reversely, in the
afternoon every teacher and support staff member is assigned a duty to aid in dismissal.
Classroom teachers must bring their students to buses, parent pickup, after school care, or the
door for walkers. Once their class is dispersed, they must return to their assigned post and aid
in dismissal in that location. Once the buses have left or all students have been picked up by
parents, teachers are free to return to their classrooms.

In shifting focus to crisis procedures, there are many aspects that could be addressed. To
begin, our school has designed a model in which a Crisis Team aids in responding to any event
that may arise. These team members must always carry a radio and their cell phone. The crisis
team is broken into two categories. The first team is referred to as the Eagle Team and they
support in response to any medical or other emergency. In the event that something occurs, a
call should be made to the front office. The person tending the front desk will then call on the
radio requesting the “Eagle Team” and provide the location of the event. Then, all first
responders report to that area and determine if secondary responders are necessary. The
second team that exists is the “Blast Team”, which handles severe student behavior. These
behaviors include leaving the classroom, leaving the building, or endangering himself or others.
After the teacher calls the office, the Blast Team leaders will be summoned. After responding to
the situation, this leader will call for backup as needed.

How We Teach and Learn

Finally, when thinking about how we teach and learn, there are many components to consider.
Within our handbooks, we have an outline of every framework, protocol, and system in place to
ensure student success. The most important document regarding this area is entitled,
“Components of: A BEST PRACTICE SCHOOL”. This document delineates best practices in all
areas, including organizing desks in clusters, making classrooms rich with print, and using a
variety of learning materials. It also gives standards for student voice by noting that there is a
balance between teacher-directed work and student-directed activities. When thinking about
activities, students should be actively experiencing concepts, spending time in small groups,
and differentiating work as needed. There is guidance as to what activities are daily
fundamentals, as well as things that classify as assessments, both formal and informal,
formative and summative. These best practices come from a book entitled, Best Practice: Third
Edition by Steven Zemelan, Harvey Daniels, and Arthur Hyde.

Reflection:

Some may find the above information to be overwhelmingly daunting. However, in my opinion it
is necessary to have procedures in place to cover every aspect of the school day. When the
entire staff is on the same page about what success looks, feels, and sounds like in the eyes of
our leader, we can all work to align ourselves and adapt our instruction to meet those goals.

I believe that setting these expectations up front and reviewing them at the start of the school
year alleviates confusion and takes away the potential for micromanaging as the school year
progresses. When a leader addresses all areas of building success early on, the entire staff is
clear as to what is expected of them and of their students. Once everyone is clear on these, the
school year is set to run more smoothly because there are no questions of “what do I do about
this” or “how do I handle that”. Everyone is clear on the expectations, and it is easy for the
building leaders to occasionally check in and ensure that everyone is doing their duties. In the
event that someone is not, they can quickly refer back to the guidance of the handbook and
have an honest conversation with that staff member to ensure that they are able to comply with
the given duty or receive support as needed.

As teachers we give our students procedures and expectations to follow. We implement those
to ensure their success in all aspects of the school day. As leaders, we do the same—providing
procedures and expectations—for our staff to ensure that they succeed in teaching students
and guiding them towards achievement as well.

Artifacts: