Administration Narrative The development of the master schedule for the 2014-2015 school year for Hambright Elementary school in the Penn Manor School District exposed me to not only the scheduling process but also the need for collaboration between a principal and the teachers and the need for a positive culture within a school. The master schedule was developed at a meeting of a representative teacher from all grade levels (K-6) and specials (art, music, physical education, and library). Each grade level teacher filled in the schedule for all the teachers in that grade (4 teachers/classes per grade). The principal had sent out an email asking for volunteers to meet on the afternoon of the last in-service day in June 2014. He received a response
…show more content…
I participated in the hiring process of two different positions; a culinary teacher and a building level administrative assistant. In each case the Human Resource (HR) person had done the initial screening of applications. The Culinary position had three candidates to be interviewed. The interviews were scheduled by the HR person and occurred when the principal was on vacation, so the assistant principal, the assistant executive director, and I conducted them. The prescribed questions were divided among the three of us and each person asked each candidate the same questions. The candidates consisted of a fairly recent graduate of the culinary program, a graduate with his own business, and a chef at a local restaurant. I did notice when the assistant director was not impressed with a candidate he did not engage the person with extra questions or extensive information. After each interview, the three of us talked about our impressions and the answers given to the questions. After all the interviews, the discussion switched to determining if we would want to call back any of the candidates for a second interview. It was decided to call two of them back for a second interview which would consist of doing a lesson for some administrators, a culinary teacher and possibly with students. A week after the interviews, a decision was made to not fill the culinary teacher position and the program would go from a three teacher program to a two teacher program. This showed me that a building administrator is not always directly involved in matters that affect his
I participated in the hiring process of two different positions; a culinary teacher and a building level administrative assistant. In each case the Human Resource (HR) person had done the initial screening of applications. The Culinary position had three candidates to be interviewed. The interviews were scheduled by the HR person and occurred when the principal was on vacation, so the assistant principal, the assistant executive director, and I conducted them. The prescribed questions were divided among the three of us and each person asked each candidate the same questions. The candidates consisted of a fairly recent graduate of the culinary program, a graduate with his own business, and a chef at a local restaurant. I did notice when the assistant director was not impressed with a candidate he did not engage the person with extra questions or extensive information. After each interview, the three of us talked about our impressions and the answers given to the questions. After all the interviews, the discussion switched to determining if we would want to call back any of the candidates for a second interview. It was decided to call two of them back for a second interview which would consist of doing a lesson for some administrators, a culinary teacher and possibly with students. A week after the interviews, a decision was made to not fill the culinary teacher position and the program would go from a three teacher program to a two teacher program. This showed me that a building administrator is not always directly involved in matters that affect his