OK, maybe not it doesn’t, but I was reading today’s NJ article and noticed this:
“At Glasgow, where the district chose the transformation model, there won’t be a new principal, the district said. Edward Mayfield Jr. can stay on board despite the model’s requirement that the principal be replaced, Lyles said, because he’s been there less than two years.
It’s not a given that the state Department of Education will allow a principal with less than two years on the job to stay in a school that has selected transformation, but it will be considered, said Dan Cruce, the state deputy secretary of education.
And if that person is allowed to stay he or she must be given a “new role” in the school.
They can make the case for that person to remain in the building in a new role other than the building instructional leader role,” Cruce said in an e-mail.
Now here’s the code on Tranformation:
188.8.131.52 Transformational Model, in which
184.108.40.206.1 A district or charter school shall:
220.127.116.11.1.1 Replace the principal who led the school prior to commencement of the
18.104.22.168.1.2 Use rigorous, transparent, and equitable evaluation systems for teachers and
22.214.171.124.1.2.1 Take into account data on student growth (as defined in this notice) as a
significant factor as well as other factors such as multiple observation-based
assessments of performance and ongoing collections of professional practice
reflective of student achievement and increased high-school graduations rates;
126.96.36.199.1.2.2 Are designed and developed with teacher and principal involvement;
188.8.131.52.1.3 Identify and reward school leaders, teachers, and other staff who, in
implementing this model, have increased student achievement and high-school
graduation rates and identify and remove those who, after ample opportunities have
been provided for them to improve their professional practice, pursuant to the
Delaware Performance Appraisal System II or any successor thereto, have not done
184.108.40.206.1.4 Provide staff with ongoing, high-quality, job-embedded professional development (e.g., regarding subject-specific pedagogy, instruction that reflects a deeper understanding of the community served by the school, or differentiated instruction) that is aligned with the school’s comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;
220.127.116.11.1.5 Implement new financial incentives and increase opportunities for promotion and
career growth of effective teachers, and provide more flexible work conditions
designed to recruit, place, and retain staff with the skills necessary to meet the needs
of the students in a transformation school;
18.104.22.168.1.6 Use data to identify and implement an instructional program that is research based and “vertically aligned” from one grade to the next as well as aligned with State
22.214.171.124.1.7 Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the
academic needs of individual students;
126.96.36.199.1.8 Establish schedules and implement strategies that provide increased learning
time, which means using a longer school day, week, or year schedule to significantly
increase the total number of school hours to include additional time for (a) instruction
in core academic subjects, including English; reading or language arts; mathematics;
science; foreign languages; civics and government; economics; arts; history; and
geography; (b) instruction in other subjects and enrichment activities that contribute to
a well-rounded education, including, for example, physical education, service
learning, and experiential and work-based learning opportunities that are provided by
partnering, as appropriate, with other organizations; and (c) teachers to collaborate,
plan, and engage in professional development within and across grades and subjects;
188.8.131.52.1.9 Provide ongoing mechanisms for family and community engagement;
184.108.40.206.1.10 Give the school sufficient operational flexibility (such as staffing, calendars/
time, and budgeting) to implement fully a comprehensive approach to substantially
improve student achievement outcomes and increase high school graduation rates;
220.127.116.11.1.11 Ensure that the school receives ongoing, intensive technical assistance and
related support from the district, the Department, or a designated external lead partner
I will spare everyone the breakdown on the innumerable other fallacies contained in that code above and cut tho the question at hand:
I do not see IN THE CODE FOR TRANSFORMATION how retaining the principal is allowed (although we have been assured it is allowed) and I see no basis for a mandatory reassignment of duties IN THE CODE FOR TRANSFORMATION.
Finally, I am confident that a significant basis for the Board’s approval of this heinous model was the extremely reassuring notion that our Principal would be retained.