2.0 Responsive Support for Staff
Based on the detailed qualitative responses in the Leadership Strategic Assessment , the rationale for the rankings in Responsive Support for Staff highlights a strong preference for Option 5, v2 as the best model for professional collaboration and equitable support, despite the initial logistical complexity.
2.1. Enhanced Collaboration and Targeted Professional Learning
A primary driver for selecting Option 5, v2 (Grade Banding) was the opportunity to consolidate expertise and improve professional development. Leaders argued that the current scattered model forces the district to "replicate specialized expertise... five different times," often leaving staff working in isolation. ● Concentrated Expertise: Grouping staff by grade bands (K–3 and 4–6) allows the district to provide "better access to a broader range of professionals with specific expertise" in areas of high need, such as Multilingual Education and Special Education. ● Targeted Support: The model enables "targeted professional learning" (PL) where teams can "hone in on the most impactful teaching and learning practices" specific to a developmental stage, rather than stretching resources across a full K–6 spectrum.
2.2. The "Collective Reset" vs. Division
Respondents emphasized that Option 5, v2 promotes a unified staff culture, whereas Options 3 and 4 risk creating tiered status among employees.
● Unified Experience: In Option 5, v2, the majority of staff would be "resetting together," forming a new cohort to "collectively vision" the future. This avoids the dynamic of established schools simply "absorbing" displaced staff. ● Avoidance of Stigma: Leaders warned that under Options 3 or 4, staff from closed schools (Merriam or McCarthy-Towne) would be "spotlighted" and potentially isolated in their new assignments. Option 5 allows for an equitable distribution where staff "innovate together," fostering a sense of belonging and healing.
2.3. Leadership Viability and "Mega Schools" (Option 6)
There was significant skepticism regarding Option 6 (Three large K–6 schools) and its impact on the supervisor-staff relationship.
● Disconnection: Leaders argued that schools with ~900 students make "deep staff relationships more challenging.” ● Managerial Drift: Respondents feared that in such large environments, support would become "disjointed" and "organizational breakdown" would occur, making it "impossible" for principals to foster the necessary connections to effectively support staff.
2.4. Short-Term Disruption vs. Long-Term Efficacy
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