Appendices

Suggested Implementation Schedule

Historical View of District Enrollment

	Characteristics of High-Quality Professional Development
	Common Characteristics Shared by Exemplary Schools
	Internal Prescriptions for Success
	Boardsmanship…Keys to Success
	Do or Die Public Relations
	Suggestions for Complying with the Provisions of the ADA
	A Welcoming High School
	Management and Operation Review Team Resumes

Recommended Actions

Time Line

Area of Concern	1999-00	2000-01	2001-02	2002-03	2003-04
Financial
Staffing Review	X	X	X	X	X
Contingency Plan	X	X	X	X	X
Facilities Plan	X	X	X	X	X
Develop Budget Inservice	X
Board Training	X	X	X	X	X
Develop Long Range Plan
and continue to update	X	X
Student Achievement	X	X	X	X	X
Curriculum	X	X	X	X	X
Facilities Planning	X	X	X	X	X
Technology
Maintenance
Transportation
Food Services
Library Services
Develop Communications Plan	X	X	X
Key Communicators	X	X
Use of Technology	X	X	X	X	X
Testing/Evaluation Review	X	X	X	X	X
Benchmarks
Assessments
Complete Title IX Audit of District (every three years)	X		X
Initiate an Improved Staff Development
Policy and Procedures	X	X	X	X	X
Update Job Descriptions	X
Review & Revise Organizational Chart		X
Annual Follow-up of Graduates	X	X	X	X	X
Prioritize Safety & Health Concerns	X	X	X	X	X

Historical View of District Enrollment

Student Enrollment History

YEAR	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998
K - 5	668	764	712	686	662	667	693	698	692	659
Gr. 6-8	574	432	424	438	428	412	397	392	359	355
Gr. 9-12	537	505	513	450	476	477	481	483	439	431
Total	1779	1701	1649	1574	1566	1556	1571	1573	1490	1445

Keys to a High-Quality Staff Development Program

During the late 1970’s and early 1980’s, several major research reviews looked at the characteristics of effective professional development. The effective practices identified by this research were summarized by Sparks and Loucks-Horsley in 1989. During the 1990’s, concern about professional development’s role in school reform has sparked the articulation of additional principles and standards, which build upon the findings of the 1980’s research.

The box below summarizes the key recommendations from both waves of professional development reform. Together, these principles describe professional development that is effective both in increasing teacher expertise and in contributing to school improvement.

Characteristics of High-Quality Professional Development

The 1980’s research states that high-quality professional development:

	Is conducted in school settings and linked to school-wide efforts;
	Encourages teachers to participate as helpers to each other and as planners, with administrators, of inservice activities;
	Emphasizes a variety of training activities;
	Involves teachers in active roles, choosing goals and activities for themselves;
	Emphasizes demonstration, supervised trials, and feedback, with concrete and continuous training; and
	Provides ongoing assistance and support.

(Source: Sparks and Loucks-Horsley 1989).

The 1990’s research adds that professional development for school improvement:

	Has as its central goal, the improvement of student learning;
	Is embedded in the daily life of all teachers;
	Fosters a norm of continuous individual, collegial, and organizational improvement;
	Has been aligned with the school’s and the district’s strategic plan, and is funded by a line item in the budget;
	Respects and nurtures the intellectual and leader-ship capacity of teachers, principals, and others in the community;
	Reflects the best available research and practice in teaching, learning, and leadership;
	Fosters a deepening of subject-matter knowledge, a greater understanding of learning, and a greater appreciation of students’ needs;
	Provides for three phases of the change process: initiation, implementation, and institutionalization;
	Provides a framework for integrating innovations and relating those innovations to the mission of the organization;
	Helps teachers and other school staff meet the needs of students who learn in different ways and who come from diverse cultural, linguistic, and socioeconomic backgrounds;
	Provides adequate time during the work day for inquiry, reflection, and mentoring;
	Is driven by a coherent long-term plan, and sustains long-tem change in practice;
	Involves participants in planning and making decisions designed to improve the school;
	Is site-based;
	Supports a clearly articulated vision for students; and
	Uses systematic evaluation to assess its impact on teacher effectiveness and student learning, and uses information from this evaluation to guide subsequent professional development efforts.

(Sources: National Staff Development Council 1995; National Commission on Teaching and America’s Future 1996; National Foundation for the Improvement of Education 1996;U.S. Department of Education 1996).

"THE 15 MINUTE SECONDARY SCHOOL CLIMATE CHECK LIST"

THE WELCOME MAT: Welcome signs go beyond "Visitors report to office …", the school foyer makes a statement about the school; directions to the office, gym, etc. are listed on the wall.
ACADEMIC CHAMPIONS: Academic champions are celebrated as much as athletic champions. Academic displays are big, bold and impressive.
STAFF DISPLAY: A photo display of all staff including subject, credentials and activities they advise / coach.
LEADERSHIP DISPLAY: Photo display of the student council and class officers.
SCHOOL PRIDE: Images of the mascot along with school colors are illustrated throughout the school.
STAFF MEMBERS GREET: Staff members greet all visitors and ask if they can provide directions or assistance. When students are greeted, they return the greeting.
CAFETERIA: The cafeteria looks more like a food court and less like "Shawshank Redemption."
HEROES IN THE HALLWAY: Pictures / murals of American and world leaders; alumni hall of honor; current students who have distinguished themselves in academics and activities are pictured.
ART: Use of murals, art displays and inspiring quotes are painted on the walls.
STAFF ROOM: Looks more like a doctors office and less like a garage sale, art on the walls, plants, a display of retired teachers. Clean coffee mugs for visitors.
BATHROOMS: Doors on the stalls, soap in dispensers, glass mirrors, clean.
POINT OF PRIDE: Staff is well versed on the accomplishments of the school in academics, athletics and the arts. Everyone knows what sets the school apart.

Mark Scharenbroich
Scharenbroich & Associates
5702 Seven Oaks Ct.-Minnetonka-MN-55345-(612)-939-9080

George T. Asan, Ed.D.
PO Box 721
Plummer, ID 83851
(208) 686-6048

EDUCATION:

	High SchoolGonzaga Prep
	Associate DegreeColumbia Basin College – Liberal Arts
	Bachelor’s DegreeWestern Washington State University – Physical Education
	Master’s DegreeWestern Washington State University – Physical Education
	Doctorate DegreeSeattle University – Educational Leadership

EMPLOYMENT EXPERIENCE:

	2 years – Plummer, Idaho – Superintendent
	3 years – Cowiche, Washington – Superintendent
	3 years – Asotin, Washington – Superintendent
	8 years – Onalaska, Dayton, Arlington, Washington – Principal
	12 years – Hoquiam, Columbia Basin College, Tahoma, Sunnyside, Washington – Teacher/Coach

RELATED PROFESSIONAL EXPERIENCES:

	Washington State Principal’s Rights and Responsibilities
	Rural Education Center
	School Information Research Service
	Washington Small Schools
	Yakima County Health/Schools
	School Improvement Leaders
	Asan Consultant Services

MEMBERSHIPS

Kiwanis, Lions, Eagles, Phi Delta Kappan, WASA, WASBO, ASCD, AWSP, and IASA

RESUME

FEBRUARY 1997

(Update of November 1987 and January 1997 Resumes)

NAME Robert William Singleton

CERTIFICATION

Secondary School Principal (Expired 1998).

	Montana 6^thyear Education Specialist
	Idaho Administration Certification endorsed as Superintendent, Elementary Principal and

IDAHO EXPERIENCE

Superintendent of Schools, Plummer/Worley School District #44, Plummer, Idaho, a school district of 600 students. Also served as Business Manager, Maintenance Supervisor, Curriculum Coordinator, Federal Programs Coordinator and Personnel Director.

Superintendent of Schools, District 101, Bonners Ferry, ID, a rapidly growing community that grew from a student population of 1300 in 1988 to over 1800 in 1993. During the same period I also served as Elementary Principal of 1-3 elementary schools with at total enrollment

ranging from 125 to 450 students. (see 1984 resume for experience prior to 1988)

PROFESSIONAL ORGANIZATIONS

Idaho Association of School Administrators – 1988-97

National Association of School Administrators – 1964-97

PROFESSIONAL LEADERSHIP ACTIVITIES

(See 1987 resume for previous activities)

Idaho Region I School Administrators 1998-97, President – 1990-91

Board of Directors Idaho Association of School Administrators – 1990-91

Project Leadership – 1992-94, Sponsored by IASA and Idaho School Boards’ Association

Members of the Idaho State Department of Public Instruction Grant Review Team – 1991-93

Member of the University of Idaho Evaluation Team – 1993

Chairman of School District 101 Executive Council – 1988-94

Member of School District 101 Music Committee – 1993

Student Teacher/Administrator Intern Supervisor for the University of Idaho – 1989-97 and Gonzaga University – 1994-97

Administration Mentor for School District 101 – 1990-94

CIVIC AND COMMUNITY ACTIVITIES

Gateway Chamber of Commerce – 1994-97, President – 1995-96

Community Task Force – 1994-97

Gem Community Committee – 1996-97

Member of Plummer Community Church

Board of Director s of Greater Bonners Ferry Chamber of Commerce – 1989-93, Vice Chairman – 1990-91

Board of Directors Bonners Ferry Kiwanis – 1989-93, President – 1990

Chairman, Board of Directors, Boundary County Community Education – 1988-92

Ethics Committee Boundary County Community Hospital and Nursing Home – 1988-94

Boundary County Crisis Line Committee – 1990-93

Boundary County community Choir – 1988-94

Member of Bonners Ferry United Methodist Church, Pastor Relations Committee