CHAMBERS PUBLIC SCHOOL
CONTINUOUS IMPROVEMENT INFORMATION
Leadership for Learning Narrative
The ability of a leader to provide leadership for learning is a key attribute of a good institution. Leaders who engage in their own learning while tangibly supporting the learning process for learners and teachers have a significant positive impact on the success of others. Leaders must also communicate the learning expectations for all learners and teachers continuously with consistency and purpose. The expectations are embedded in the culture of the institution, reflected by learners', teachers', and leaders' behaviors and attitudes toward learning.
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Evidence
Chambers Public School Website
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School leaders at Chambers Public School regularly guide the development of the Continuous Improvement Process (CIP), which includes faculty members on the CIP committee. The Chambers Public School Board of Education has a Board of Education Policies Handbook that defines stakeholder involvement in the continuous improvement process. Results from Fall and Spring MAP testing, ACT results, and NSCAS test results determine academic needs of learners. Adjustments are made to the Continuous Improvement Process based on feedback from test results twice per year. Faculty members then make adjustments in their instruction based on these findings. Faculty members report on classroom use of TIP and CIP goals to the administration on a monthly basis for monitoring purposes. We have instituted social emotional learning (SEL) and other mental health opportunities for students.  Students were given a voice in the form of a survey that was used to identify additional needs that has guided some decisions made about the culture. Annual stakeholder survey results are reviewed to determine needs and areas to focus improvement in supporting the goals of Chambers Public School.  Wellness surveys have been conducted to determine mental health needs of staff and students. Mental health practitioners are now available to staff and students on a weekly basis. These collective actions have had a positive effect on the overall culture of the institution.
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The Chambers Public School Faculty Handbook outlines procedures for ordering textbooks and supplies for the classroom. Faculty members complete Annual Stakeholder Surveys which are used to assess the availability of resources in support of student success. Professional staff members select information resources for classroom use. Sample textbooks are requested from multiple publishers and reviewed to see how closely they match state standards in each core area. Alternatively, web resources are similarly reviewed and incorporated into classroom use. Written or web-based materials are selected from credible resources and nationally known textbook publishers. Care is taken to ensure materials are interesting, relevant, and current. Students have access to physical and digital instructional materials and have one-to-one laptops plus internet access.  Chambers Public School has approximately a 6:1 student-teacher ratio, which allows faculty to adjust instruction to meet student needs. In support of the learners in the building, the staff communicates well about the needs of students.  Teachers work closely with each other and members of the special education, PBiS and MTSS teams to identify and implement supports for students. 
Professional faculty members have been working on developing curriculum maps for each course taught in their classroom.  The maps include the key standards addressed in each course, essential questions for each unit/chapter, and the timing of the units.  This process has been ongoing for the past three years and will continue to be updated and monitored by administration and faculty to ensure alignment with state standards.  Professional staff members will continue to update the curriculum maps as needed to account for new textbooks/curriculum as well as alignment with new state standards as they are approved and implemented. Curriculum maps are available to all stakeholders through the school’s website.
​The administration directed a teacher committee to decide on the tool to use for teacher evaluations. The committee chose the framework, Pivot. Pivot is used for teachers to self-evaluate themselves at the beginning of the year and then to reevaluate before the end of the school year. Teachers also set goals. Throughout the year the administration does walk-throughs and evaluations. The administrator and teachers use Pivot to document, discuss, and review evaluations. The 5D+ Instructional Model guides the professional development of staff members.  It is used as an evaluation tool for teachers and observations from administration are entered into the system providing feedback and comments for professional staff.  5D+ focuses on curriculum and pedagogy, assessment for student learning, classroom environment and culture, purpose and student engagement.  Faculty are asked to provide input on choosing areas of focus in each of these five areas. Focusing on specific indicators guides teaching and learning for all faculty which supports the guiding principles and mission.  School leaders will continue to use the 5D+ Instructional model to guide student learning and staff development.  Staff members continually collaborate on committees to analyze curriculum, culture, and data.  We recently developed SMART goals in each of these categories to serve as guiding factors that help promote involvement and understanding of the mission, purpose, and beliefs of the school.  
Every new Board of Education member now completes the NASB new board member training.  Board members also attend other sessions/workshops as they arise in order to improve their effectiveness as governing authority members, which also aids the continuous improvement process. The Board of Education is currently reviewing and revising the Board’s policy handbook with the help of a committee made up of administration, faculty, and board members. The handbook describes governing authority training along with leadership development and ethics.
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Recruitment of qualified faculty members has been challenging because Chambers is a very small, rural community. The administrator has gone thorough searches to locate qualified individuals to fill open positions. Once positions are filled, mentor teachers are assigned to all new teachers to help guide them and ensure their success at the school. New teachers are also encouraged to seek advice/assistance from veteran teachers. Documentation of employee qualifications is kept current in the personnel file. These files are updated by the employees as they continue their education and renew teacher certification(s).  The administrator visits and assists personnel who need to fulfill requirements for their teaching position.  Staff commitment to enhancing professional practice is very evident in our building.  Many educators have earned Master’s degrees in their respective areas of expertise.  In recent years, members of the faculty have enthusiastically taken on new roles and pursued further education to become certified/endorsed in those areas.  Lists of professional growth opportunities, as well as teacher certifications, are documented and kept on file in the school office.   
Emergency plans are reviewed and modified according to emerging needs. A safety inspector tours the building and grounds annually to access needs. The Chambers Volunteer Fire Department chief makes recommendations with the most recent being the addition of new emergency lighting. The fire department conducts trainings with students such as exiting the school busses. The building now has security cameras in hallways and by outside entrances. Entrances are protected with a buzzer-entry system. Intruder training was taken by faculty and staff. The Support team meets to discuss items and issues and how to address them. A recent item addressed was the possibility of staff badges/pins for identification. It was also discussed how to make the Suicide Hot Line contact information available to students, staff, and others.  Emergency protocols are in place, with color-coded cards on display in each classroom. Teachers review the protocols with students before drills are practiced. Exit drills and lockdown drills are practiced monthly. The administration keeps a list of the drills and when they occurred. After each drill, teachers go over what has occurred with students under their supervision. This is a way to alleviate fears and concerns and to reiterate the reasons why we practice the drills. Administration also visits with staff to discuss the effectiveness of the drill and what might need to be changed.
Overall, our leadership culture at Chambers Public Schools is healthy and instrumental in promoting growth and collaboration among all stakeholders. We continue to focus on student needs, achievement, safety, and success. Professional staff members continue to routinely analyze learners’ needs and current trend data to adjust allocation of management of human, digital, and fiscal resources to ensure equity for learning.