PLACE: Timothy Edwards Middle School 100 Arnold Way TIME: 7

BOARD OF EDUCATION
TOWN OF SOUTH WINDSOR, CONNECTICUT
REGULAR MEETING AGENDA
PLACE:
TIME:
Timothy Edwards Middle School
100 Arnold Way
7 p.m.
DATE:
June 14, 2016
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Item
Call to Order
Pledge of Allegiance
Roll Call
South Windsor Public Schools Vision Statement
Approval of Minutes
A. Approve Minutes of the May 18, 2016 Special Meeting
B. Approve Minutes of May 24, 2016 Regular Meeting
C. Approve Minutes of May 26, 2016 Special Meeting
D. Approve Minutes of June 7, 2016 Special Meeting
Communications
A. Superintendent
B. Assistant Superintendent for Curriculum and Instruction
C. Student Representatives
D. Board Members
Hearing of Visitors
XII.
Consent
A. Appointment of Douglas Couture as Director of Technology
Systems and Programs effective July 1, 2016
B. Approve Submission of 2016-2017 Carl D. Perkins Grant
Donations
Superintendent of Schools Report
A. Orchard Hill Elementary School Update
B. 2015-2016 Professional Learning Status Report
C. Annual Status Report on the Educator Evaluation and
Development Plan
D. Personnel Report
Unfinished and New Business
A. Approve the Superintendent’s Annual Evaluation & Contract
Renewal
B. Committee Reports
Hearing of Visitors
XIII.
Items for Future Agendas
XIV.
VI.
Proposed Executive Session
A. Discussion Regarding Non-union 2016-2017 Salary
Recommendations
Approve Non-Union 2016-2017 Salary Recommendations
XVI.
Adjournment
IX.
X.
XI.
Item#
#6/14/16-1
#6/14/16-2
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#6/14/16-4
#6/14/16-5
Action
SOUTH WINDSOR BOARD OF EDUCATION
SOUTH WINDSOR, CONNECTICUT
Welcome to this meeting of the South Windsor Board of Education. This meeting is a time when the
board conducts its business and observers are always welcome.
The board is a policy-setting body. Because education is a state function, once board members are
elected to office, they become officers of the state. Locally, the board is a legislative body responsible for
establishing local policy ensuring that the schools are properly run in accordance with federal law, state
law, and regulations. Copies of the policy manual are available in the library, the superintendent’s office,
and the town hall.
The board hires an administrative staff to oversee all of the daily operations in the schools and to do the
staff work necessary for the board both to act on policy matters and evaluate, in a general sense, the
overall functioning of the school system.
Thus, the board asks the administrative staff to do a variety of tasks involving data collection and analysis
and to make recommendations where appropriate. In many instances, the law requires from the
superintendent a recommendation upon which the board can act.
This is an official business meeting of the school board conducted under a prepared and limited agenda
distributed to the board, town hall, and school offices several days ahead of time.
The policy of the board with respect to public participation during this meeting of the South Windsor Board
of Education states:
“All regular meetings of the board shall be open to the public”… “Time shall be reserved at each
regular meeting of the board for hearing of visitors and citizens groups.”
Visitors who address the board should be mindful of the following:
A fifteen-minute period * will customarily be provided for public presentations at the beginning and end of
the meeting.
In both instances, participants may present written or oral statements or requests. The board would
appreciate receiving copies of any written statements. These statements or requests must be limited to
three minutes. Unless an answer to a question is provided in the board’s written policies, established
regulations, or procedures, the board will not respond to the request at the same meeting, nor will it take
action on a proposed recommendation, but may defer the item to a later meeting.
The board suggests some guidelines that may be helpful:
1. Each person wishing to speak should limit his or her remarks to three (3) minutes.
2. If there are many citizens desiring to speak on the same subject, they will be asked to limit their
presentation so that each different subject may be given fair presentation time.
3. Citizens should not expect an immediate reply from the board since this is the time for citizens to
be heard and not the time for decisions to be made. If the board feels there is need to discuss the
citizen’s matter of interest further, it may place the matter on the agenda for a future meeting.
The school board appreciates your assistance in helping it discharge its duties properly.
* School board business may at times require reduction of time period.
GOOD NEWS FROM SCHOOLS
June 14, 2016
ORCHARD HILL ELEMENTARY SCHOOL
Submitted by Principal, Mike Tortora
On Friday, June 3 Orchard Hill participated in Relay For Life. This year, our team raised over
$3,000!! Many families and staff attended to show our support for all those affected by cancer. What
made it even more special was our very own student, who is currently battling cancer, and his family
were able to participate as well.
PLEASANT VALLEY ELEMENTARY SCHOOL
Submitted by Principal, Tiffany Caouette
Thomas Mezzanotte, famed photographer, worked with fifth grades at Pleasant Valley last week during
their Science unit on light and lenses. Mezzanotte taught students about how a lens works during
photography and how it is similar to an eye. Each student then made a camera obscura out of a
shoebox and a camera gigantua out of a classroom.
The fifth grade students at Pleasant Valley have raised money in recent weeks to purchase a Buddy
bench as their class gift. This bench will be placed on the playground and will be a safe place for
students to sit when they would like to be asked to play by a friend. This idea was generated by six
students who attended the CAS Student Leadership Conference this winter and heard about other
schools that had them.
TIMOTHY EDWARDS MIDDLE SCHOOL
Submitted by Principal, Nancy Larson
In May the TEMS band, orchestra and chorus participated in the Fantastic Festivals. Over 70 schools
from New York, Massachusetts and Connecticut competed this year. The results:
First Place:
TE Middle School Percussion Ensemble
First Place:
TE Middle School Concert Band
First Place : TE Middle School Jazz Ensemble
First Place : TE Middle School Orchestra
Second Place: TE Middle School Concert Band
Second Place : TE Middle School Chorus
Congratulations to Mr. Marci, Mr. Bronson, Mr. Rescsanski, Mrs. Gasta and Mrs. Thomas.
Grade 8 student, Ainsley Vaughn, is the recipient of the Secretary of the State, Denise Merrill’s, 2016
Citizenship Award. Ainsley is being recognized for her positive contributions within the school as a peer
mediator and member of the M.A.G.I.C. (Making America Great Involves Commitment). Additionally,
she and her two sisters created a “Three Helpers” Charitable Organization through which they help to
gather donated items for a school in Jamaica.
PHILIP R. SMITH ELEMENTARY SCHOOL
Submitted by Principal, Michelle Dixon
The Eagle Scouts are finished fundraising and currently mapping out the raised garden beds at PRS.
The work will be done later in June and the hope is that the students will be able to harvest some
vegetables in fall when they return from summer break.
The South Windsor Parks and Rec spent two days at PRS this spring teaching students about the
variety of work that they do in our community. On the first day grades K-2 learned through a PowerPoint
presentation with various departments sharing their part in the work. Then on day two trucks arrived
and students were able to be a little more interactive with the Parks and Rec staff. We had five students
win street signs with their last name on it. It was so much fun to present the street signs to them at our
Tiger Time assembly in May.
PRS celebrated our volunteers with breakfast and an assembly to recognize the time and dedication
the volunteers give to our school community. Students sang songs, and certificates were given to all
volunteers.
WAPPING ELEMENTARY SCHOOL
Submitted by Principal, Laura Hickson
Wapping had an all-day percussion workshop on June 2 which allowed each grade level to have a
hands-on drumming workshop with a master percussionist. Our WATCH club (students who work to
support our community) just sponsored a pajama day and raised $145 for Relay for Life. Our Dollar
Days events raised $30 for the Bullock Family’s fundraiser.
OFFICE OF TECHNOLOGY
South Windsor Public Schools
1737 Main Street
South Windsor, CT 06074
860-291-1246
To:
Dr. Kate Carter Ed. D.
Superintendent of Schools
From:
Al Mothersele
Director of Technology Systems and Programs
Date:
6/7/16
Re:
2016-17 Carl D. Perkins Grant
I am requesting that the Carl D. Perkins Grant Proposal for 2016-17 be submitted
for Board of Education approval.
The Grant request funds the achievement of several program improvements and
funds ongoing professional development for Career and Technical Education
teachers. The total amount funded by this grant is $35,157.
The Grant funds curriculum writing to align curricula with Career and Technical
Education Measures and Standards. The grant also funds professional
development and curriculum development to support Manchester Community
College “College Career Pathways” partnership with South Windsor High School.
The grant funds the purchase of a CNC Lathe for the manufacturing program.
The equipment and software will be integrated into existing courses so students
can explore contemporary manufacturing processes. Students will create designs
using Computer Aided Design software and manufacture parts using CAM
software.
South Windsor Public Schools
Office of the Superintendent
Memorandum
TO:
Members, Board of Education
FROM:
Kate Carter, Ed.D.
Superintendent of Schools
RE:
Gift Acceptance – June 14, 2016
Organization/Person
Making Donation
Target – Take Charge of
Education
Gift
$500.51
Recipient
Pleasant Valley
Elementary School
Category
Student Activities
Target – Take Charge of
Education
$158.03
Pleasant Valley
Elementary School
Student Activities
3M Foundation
$2,500
Timothy Edwards
Middle School
Other: Math Counts
Stop & Shop A+ Awards
$790.49
Philip R. Smith
Elementary School
Student Activities
Wapping PTO
$3,500
Wapping
Elementary School
Classroom Support
& Field Trips
Target – Take Charge of
Education
$121.38
South Windsor
High School
Student Activities
Target – Take Charge of
Education
$198.14
Philip R. Smith
Elementary School
Classroom Support
Eli Terry PTO
$186.09
Eli Terry
Elementary School
Field Trip
Target – Take Charge of
Education
$156.04
Orchard Hill
Elementary School
Student Activities
Target - Take Charge of
Education
$229.32
Eli Terry
Elementary School
Student Activities
Target – Take Charge of
Education
$180.67
Timothy Edwards
Middle School
Student Activities
Target – Take Charge of
Education
$200
South Windsor
High School
Student Activities
Connecticut Science
Olympiad
$250
South Windsor
High School
Other: Science
Olympiad
McCarthy Concrete, Inc.
$400
South Windsor
High School
FIRST Robotics
Travelers – Catherine
Gonzales
$10
South Windsor
High School
FIRST Robotics
Stop & Shop A+
Rewards
$1,816.23
Orchard Hill
Elementary School
Student Activities
South Windsor
High School
Other: Science
Olympiad
Various Donors (List
Below)
$125.00 from Lorna Sedor/Elliot Ginsberg
$25.00 from Jawahar Lal Arora/Rekha Arora
$50.00 from Ranjna Chaddha/Rajinder Chaddha
$20.00 from Swapneel Batra
$20.00 from Sanjeev Khurana/Renu Khurana
$20.00 from Anurag Nagpal/Geet Lamba
$20.00 from Karen Allies
$20.00 from Steve and Patty Albert
$100.00 from TEMS PTO
$200.00 from Phoenix Environmental Labs
$500.00 from Gerber Technology
$100.00 from Bill Mamak LLC
$25.00 from Ann Daly
$250.00 from Carpenters Local Union 43
$20.00 from Devinder S. Verman
Each donation provided to the board for its acceptance is associated with one of the following
categories: Athletics, Classroom Support, Cultural Arts, Field Trips, Performing Arts, Robotics,
Student Activities, Technology, Other (with explanation)
Memorandum
June 1, 2016
To:
From:
Subject:
Dr. Kate Carter, Superintendent of Schools
Sheryl L. Mortensen, Assistant Superintendent, Curriculum & Instruction
2015-2016 Professional Learning Status Report
This report provides the Board of Education with an overview of the scope of professional development activities
in our district and shares some highlights of our professional focus this past year.
Professional Development Responsibilities and Requirements
The South Windsor Public Schools is committed to ongoing learning for all. South Windsor follows the state
Department of Education’s “Connecticut Standards for Professional Learning” which are important to the design,
implementation and sustainability of a professional learning system. They define the characteristics of a high-quality
system of professional learning, and create a framework for professional learning that enhances both educator
practice and outcomes for each and every student in the following areas:
Cultural Competence
Learning Communities
Leadership
Resources
Data
Learning Designs
Implementation
Outcomes
facilitates educators’ self-examination of their awareness, knowledge, skills, and actions
that pertain to culture and how they can develop culturally-responsive strategies to enrich
the educational experiences for all students.
occurs within learning communities committed to continuous growth, collective
responsibility, family and community engagement and alignment of district and school
vision and goals.
requires and develops leadership capacity at all levels to advocate for and create systems
for professional learning.
requires purposeful planning for the identification, coordination, monitoring, evaluation,
and equitable use and allocation of resources to support educator learning.
requires the use of both quantitative and qualitative student, educator and system data to
plan, implement, monitor and assess professional learning.
integrates research on effective adult learning and uses flexible learning designs to achieve
intended outcomes.
applies change research and uses tools to identify and support the developmental stages of
change and ensures the fidelity of implementation.
is aligned with district/school goals, relevant Connecticut standards, and other agreed-upon
standards for educator practice and student growth.
2015-2016 Highlights
o
Professional Development and Evaluation Committee: The Professional Development and Evaluation
Committee (PDEC) was established in March 2014 in response to South Windsor Board of Education policy 4131.
The districtwide PDEC oversees the development, evaluation, and annual update of a comprehensive
professional development plan for certified employees of the district. The PDEC also makes recommendations
regarding revisions to the teacher and administrator evaluation plans. The PDEC met four times this year and
the committee’s recommendations reflect teacher and administrator feedback and comply with state
requirements.
o
Gathering Staff Feedback/Data: The practice of collecting feedback from districtwide PD days through Google
Forms was enhanced this year as weekly feedback was collected immediately following each Elementary Early
Release session as well as after the November and March PD days. The results continue to indicate the need for
and value of time for individualized PD to support teachers' student learning objectives (SLOs) and Teacher
2015-2016 Professional Learning Report
June 1, 2016
Focus Areas (related to the Educator Evaluation Model). The feedback from these surveys is being used to plan
for PD for the 2016-2017 school year.
o
K-5 Professional Development Model: Elementary teachers had a total of 16 early dismissal days during which
they participated in a variety of two-hour workshops. These professional learning opportunities offered districtwide grade level teams an opportunity to share best practices and focus on individualized professional learning
goals tied to their annual objectives. The early dismissal days also offered opportunities for special education,
related services, art, music, and physical education teachers to collaborate on a district-wide basis. This time
for professional learning has been reported to be highly valuable to this group of teachers during a continued
period of change in the field of education.
o
Technology Training: In support of the anticipated 1:1 initiative, as well as the release of new International
Society for Technical Education (ISTE) standards, teachers were provided a multitude of training opportunities
pertaining to Google Docs and digital citizenship. Under the leadership of our new Educational Technology
curriculum specialist, technology content coaches offered a variety of differentiated small- and large-scale
training sessions. During the March PD day, Chromebooks were distributed to all high school teachers, and
teachers were trained on the use of Chromebooks in today’s classrooms.
o
Districtwide Professional Development Days: Four days are identified in the school calendar as professional
development days for certified staff. Based on input and feedback from the PDEC, moving forward the days will
continue to be a combination of planned activities and time for individualized learning. The current model
provides time for building- or curricular-based PD in the morning, and allows teachers to work independently
(or in small groups) during the afternoon. We will continue this model next year as a result of overwhelmingly
positive feedback from teachers following each of the 2015-2016 district PD days.
o
Building-Based Professional Learning Communities (PLCs) and Late Arrival Days: The need for professional
learning experiences extends far beyond the four days dedicated to this purpose. Best practice research states
that all professionals must be continually involved in job-embedded, results-driven, standards-based
professional learning communities. All administrators have created schedules that allow for blocks of time for
professionals to engage in this work, and teachers across the district work beyond the professional
development days to accomplish their professional learning plans. South Windsor High School once again had
the benefit of late arrival days throughout the year which provided time for teachers to collaboratively develop
common curricula and assessments as well as team-based professional learning topics. Middle school teams
and grade level subject areas met weekly during PLC and department meeting time, and elementary teachers
met in grade levels during early release time to collaborate on curriculum development related to the release
of new content standards in areas such as science, social studies, health education and visual arts.
o
Personalized Professional Development: Once again this year, we offered all K-12 teachers the opportunity to
participate in professional learning of their choice. Funding for workshops, books, etc. was provided under the
Title II professional learning grant. Districtwide, 39 teachers took advantage of this opportunity, utilizing
approximately $12,000 to cover training and attendance at professional workshops. In addition to workshops
on math, writing, visual thinking strategies, social studies and education technology, specific examples of some
of these training sessions include “Teaching and Learning in 3D,” “Making Best Use of Google Tools,” “Literacy
Instruction for SBAC.” It should be noted that the majority of these events were offered outside the school day
(i.e., on weekends and during school breaks).
o
Professional Learning “Options”: Often teachers and administrators engage in their own self-initiated
professional learning (i.e., book study groups, online course work, and/or workshops offered outside of school
hours). This year, teachers were given a menu of “free choice options” with the chance to participate in
workshops led by their colleagues. Some of the choices included: Integrating Art and Curriculum in the
Classroom; Math Strategies for Special Education Students; Cultural Perspectives; Digital Storytelling; Google
Classroom.
Page 2
2015-2016 Professional Learning Report
June 1, 2016
o
Culturally Responsive Classrooms: As outlined in greater detail in a April 2016 Special Report from the Office
of Curriculum and Instruction, staff from across the district engaged in a variety of activities designed to
cultivate and support culturally responsive classrooms and learning communities. Some of the professional
development activities that occurred during the school year included:
Outside Workshops
In-District PD
Guest Speakers/Presenters
Social Justice Symposium
Second Language Acquisition and
Teaching
Nilofer Haider, Catholic Charities,
Southeast Asian Culture
Book Clubs
Jim Papoulis and Timothy Broege,
World Renowned Composers
HOT Schools Summer Institute
Creating Positive Engagement with
Muslim Students and Families
Creating a Socially Inclusive School
Interfaith Summer Workshop
CREC Dine and Discuss
Tribes Learning Communities
Training
Deacon Art Miller, Civil Rights Activist
Visual Thinking Strategies
Marji Lipshez-Shapiro, ADL
Southeast Asian Culture
Jennifer Parsons, CREC
Kevin Johnson, CT State Library
o
New Teacher Orientation: All teachers new to South Windsor participated in a new teacher orientation in
August. This 2-day event is planned jointly by the Assistant Superintendent of Personnel and Administration
and the Assistant Superintendent for Curriculum and Instruction. The sessions included team building activities,
introductions to district staff and administrators, and an overview of critical board policies, the teacher
evaluation plan, and professional learning programs. Following the district-level orientation, teachers had an
opportunity to spend time in their respective buildings working with their department or grade-level teams.
Page 3
Memorandum
June 1, 2016
To:
From:
Dr. Kate Carter, Superintendent of Schools
Sheryl L. Mortensen, Assistant Superintendent for Curriculum & Instruction
Colin J. McNamara, Assistant Superintendent for Personnel and Administration
Subject:
2015-2016 Educator Evaluation and Development Plan Status Report
The PDEC and administrative team have continued to monitor feedback regarding the Educator Evaluation and
Development Plan. The state of Connecticut is not requiring districts to submit Educator Evaluation Plans for
approval for the 2016-2017 school year unless there are major changes. As we are not recommending any major
changes to the 2016-2017 plan for South Windsor teachers, support specialists or administrators, no approval by
the Board of Education is required. The following represents a summary of our district’s plan, as well as a status
report for evaluations during the current school year.
Educator Evaluation Program Overview 2015-2016
Process and Timeline. The annual evaluation process between an educator and an evaluator is anchored by three
conferences, which guide the process at the beginning, middle and end of the year. The purpose of these
conversations is to clarify expectations for the evaluation process, provide comprehensive feedback to each
educator on his/her performance, set development goals, and identify development opportunities. These
conversations are collaborative and require reflection and preparation by both the evaluator and the educator in
order to be productive and meaningful.
Evaluation Components and Ratings. The evaluation and support system consists of multiple measures
to paint an accurate and comprehensive picture of teacher performance. All teachers will be evaluated in
four components, grouped into two types of major categories: Teacher Practice and Student Outcomes.
Student Outcomes
Ratings
Teacher Practice
Ratings
Scores from each of the four components will be combined to produce a summative performance rating
designation of Exemplary, Effective, Developing or Below Standard.
Observation Schedule for Teachers and Student Educator Support Specialists (SESS). During 2015-2016, nontenured staff received a total of 5 observations, and tenured staff received a total of either 3 or 4 observations,
depending on their status. Observations were a combination of formal and informal and included a “review of
practice,” which is an observation occurring outside of the classroom. In order to capture an authentic view of
practice and to promote a culture of openness and comfort with frequent observations and feedback,
observations were a combination of announced and unannounced.
Educator Evaluation Plan Status Report
Page 2
June 1, 2016
OBSERVATION SCHEDULE
Non-Tenured Years 1 & 2
Non-Tenured Years 3 & 4
Tenured Year A
Tenured Year B
Total
Observations
Formal
Informal
Review of
Practice
5
5
3
4
3
2
1
0
1
2
1
3
1
1
1
1
The number of certified staff in each observation category for the 2015-2016 school year was as follows:
# of Certified Staff in Each Observation Category
Non-Tenured Years 1 & 2
Non-Tenured Years 3 & 4
Tenured Year A
Tenured Year B
Total:
Administrators
39
40
164
142
388
26
CCT Rubrics. The Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2014 and the CCT
Rubric for Effective Service Delivery (adapted for SESS) (collectively, the “CCT Rubrics”) represent the most
important skills and knowledge that educators need to demonstrate in order to prepare students to be career,
college and civic ready. The CCT Rubrics are aligned with the CCT and include references to Connecticut Core
Standards and other content standards. (Copies of the CCT Rubrics are attached to this memo as Appendix A.) In
addition to the CCT Rubrics, the Connecticut State Department of Education released a new CT Leader Evaluation
and Support Rubric in August 2015. This rubric is organized into four domains: Instructional Leadership, Talent
Management, Organizational Systems, and Culture and Climate. (A copy of the Leadership Rubric is attached as
Appendix B.)
Improvement and Remediation Plans. There are two levels of Professional Assistance. The goal is that the
certified staff member will make improvements at Level I and therefore not require Level II assistance. In all cases,
the duration of the Professional Assistance Plan may vary depending on the identified need(s), but the
approximate range should be from eight to twelve weeks.
Dispute Resolution Process. South Windsor Public Schools believes a collaborative conversation between a
certified staff member and his/her supervisor can resolve most concerns that may arise during the evaluation
process. When an issue/concern cannot be resolved informally, the certified staff member will communicate his
or her concern to the Assistant Superintendent for Personnel and Administration by submitting the Dispute
Resolution form. The Assistant Superintendent will work with PDEC Co-Chairs as well as the South Windsor
Educator Association (SWEA) representative to create a Dispute Resolution Committee. The Committee will
investigate the dispute and render a decision within 15 business days unless it determines that there are
extenuating circumstances. If resolution of an issue is not achieved, the Superintendent will make the final
determination regarding that issue.
Page 2
APPENDIX A
APPENDIX B
CT LEADER EVALUATION AND SUPPORT RUBRIC 2015
CT State Department of Education Draft – June 23, 2015
DOMAIN 1:
Instructional Leadership. Education leaders ensure
the success and achievement of all students by
developing a shared vision, mission and goals focused
on high expectations for all students and by
monitoring and continuously improving curriculum,
instruction and assessment.
DOMAIN 2:
Human Capital. Education leaders ensure the success
and achievement of all students by implementing
practices to recruit, select, support and retain highlyqualified staff, and by demonstrating a commitment
to high-quality systems for professional learning.
2.1 Recruitment, Selection and Retention: Recruits,
1.1 Shared Vision, Mission and Goals:
selects, supports and retains effective educators
Collaboratively develops, implements and
needed to implement school’s/district’s vision,
sustains the vision, mission and goals to support
mission and goals.
high expectations for all students and staff.
2.2 Professional Learning: Establishes a
1.2 Curriculum, Instruction and Assessment:
collaborative professional learning system that is
Develops a shared understanding of standardsgrounded in a vision of high-quality instruction
based best practices in curriculum, instruction
and continuous improvement through the use of
and assessment.
data to advance the school’s/district’s vision,
mission and goals.
1.3 Continuous Improvement: Uses assessments,
data systems and accountability strategies to
2.3 Observation and Performance Evaluation:
monitor and evaluate progress and close
Ensures high-quality standard-based instruction
achievement gaps.
by building the capacity of educators to lead and
improve teaching and learning.
DOMAIN 3:
DOMAIN 4:
Organizational Systems. Education leaders ensure
Culture and Climate. Education leaders ensure the
the success and achievement of all students by
success and achievement of all students by
managing organizational systems and resources for a collaborating with families and other stakeholders to
safe, high-performing learning environment.
respond to diverse community needs and interests, by
promoting a positive culture and climate, and by
3.1 Operational Management: Strategically aligns
organizational systems and resources to support modeling ethical behavior and integrity.
student achievement and school improvement. 4.1 Family, Community and Stakeholder
Engagement: Uses professional influence to
3.2 Resource Management: Establishes a system for
promote the growth of all students by actively
fiscal, educational and technology resources that
engaging and collaborating with families,
operate in support of teaching and learning.
community partners and other stakeholders to
support the vision.
4.2 School Culture and Climate: Establishes a
positive climate for student achievement, as well
as high expectations for adult and student
conduct.
4.3 Equitable and Ethical Practice: Maintains a
focus on ethical decisions, cultural
competencies, social justice and inclusive
practice for all members of the school/district
community.
Page 4
PERSONNEL AND ADMINISTRATION
South Windsor Public Schools
1737 Main Street
South Windsor, CT 06074
MEMORANDUM
Date:
June 6, 2016
To:
Kate Carter, Ed.D.
Superintendent of Schools
From:
Colin J. McNamara
Assistant Superintendent
Personnel and Administration
Subject:
Personnel Report
cmcnamara@swindsor.k12.ct.us
Resignation
Calli Schechtman, speech language pathologist at Wapping Elementary School, has
resigned effective June 30, 2016. Ms. Schechtman has been employed by South
Windsor Public Schools since August 2014.