Mississippi Administrative Code
Title 10 - Education Institutions and Agencies
Part 402 - MCSAB Board Policies
Chapter 1 - Request for Proposals 2013
Section 10-402-1-V - INSTRUCTIONAL STAFF
Rule 10-402-1-V-1.8 - Instructional Staff

1. Describe the protocol that will be used in hiring teachers. Describe the professional backgrounds, depth of experience, and personal qualities that will be sought in teachers and other school staff and how those qualities will help the school achieve its goals.

2. What will be done to ensure that all staff hired is "Highly Qualified" in accordance with the Elementary and Secondary Education Act (ESEA) by the timeline designated in the Mississippi Public Charter Schools Act of 2013. Explain other key selection criteria and any special considerations relevant to the school design. Note whether there is a plan to request a waiver for licensed instructional staff.

3. What will be done to ensure that all hired staff have received and passed criminal back ground checks, in accordance with the law?

4. Describe the timeline for interviewing and selecting teachers. How will the school publicize open positions? Who will make hiring decisions for teachers? How will the school team assess whether good hiring decisions are made on an annual basis?

5. Explain what cultural competencies will be required of key staff positions in order to appropriately serve the proposed target population.

6. What strategies will be deployed in order to promote retention of the school's best performing teachers? Is there a target retention rate? Is retention part of the annual goal setting process? Does staff retention factor into the school leader's evaluation?

1. What are the primary goals for teacher coaching in the proposed school? Are there specific areas on which the instructional leaders expect to focus? What criteria will be used to establish coaching feedback?

2. Describe the school's plan to coach teachers. Which personnel will be involved in teacher coaching? Will teachers receive feedback from non-supervisory coaches or peers?

3. What research basis is being used to create classroom observation protocols and feedback instruments? What methodologies will teacher coaches employ to ensure they are delivering relevant and differentiated feedback to drive improved student outcomes? How will the teachers receive coaching and feedback on their instructional planning?

1. Will the MSTAR framework be a part of the teacher evaluation system?

2. What steps or actions will the school take when teacher performance is unsatisfactory?

1. Describe the professional development standards and opportunities that will be offered to the teaching staff, and identify who will be responsible for developing, leading and evaluating professional development at the school. Provide the professional development plan as Attachment T.

2. As a part of Attachment T, provide a scope and sequence, along with an explanation of professional development that will take place prior to school opening. Explain what will be covered during this induction period and how teachers will be prepared to deliver any unique or particularly challenging aspects of the curriculum and instructional methods.

3. Identify the expected number of days/hours for professional development throughout the school year and explain how the school's calendar, daily schedule, and staffing plan will be structured to accommodate this plan. Note whether teachers will have time for common planning or collaboration, and how such time will typically be used.

4. Explain how the professional development program will support staff in the cultural competencies necessary to effectively serve linguistically and culturally diverse students.

5. Explain how the professional development program will be evaluated to assess its effectiveness and success.

1. Describe the expected instructional methodology and strategies that teachers will employ in order to effectively deliver the school's curriculum. Include strategies teachers will use to differentiate instruction to meet the needs of the targeted student population, students with disabilities, students requiring intervention and students needing accelerated curriculum.

2. What planning tools will teachers use to prepare lessons? How will students" formative assessment data be used to influence teachers" instruction?

3. How will teachers ensure that each student masters content objectives and develops related skills to demonstrate proficiency across all standards?

4. Describe the investment strategies to be implemented to involve students in the school and their academics including any school-specific routines and rituals.