Standard+IV

Standard 4: H uman R esource L eadership School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place which result in recruitment, induction, support, evaluation, development, and retention of high performing staff. The school executive must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The school executive must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.





**4a. Professional Development/Learning Communities **: The school executive ensures that the school is a professional learning community.

**Experiences ** **Coursework and Trainings ** ** Related Readings ** ** Selected Artifacts **
 * I worked with my mentor principal to "flip"our staff meetings, turning them into interactive professional development sessions designed to model effective instructional strategies.
 * I have worked with my mentor principal to provide information and training to our teachers on how to run effective PLC's.
 * I worked closely with our third grade Math team to use common assessments in order to analyze the data during PLC meetings each week.
 * Aspiring Leader Self-Assessments
 * High School Developmental Project
 * Internship Project / Problem of Practice
 * Distinguished Leadership in Practice assignments:
 * High School Turnaround Case Study
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Weekly Internship Logs
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Middle School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Upper Elementary School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Clinical Supervision Assignment
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Pre-K / Early Elementary Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Schooling by Design Training
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Facilitative Leadership Training
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">DPI Training on the Teacher Evaluation Instrument
 * Fullan, M. (2001). //Leading in a culture of change//. San Francisco: Jossey-Bass.
 * Fullan, M., & Ballew, A. C. (2004). //Leading in a culture of change: Personal action guide and workbook//. San Francisco, CA: Jossey-Bass.
 * Kotter, J. P. (1996). //Leading change//. Boston, Mass: Harvard Business School Press.
 * Chenoweth, K. (2009). //How it's being done//. Cambridge, Mass: Harvard Education Press.
 * Florida, R. L. (2004). //The rise of the creative class: And how it's transforming work, leisure, community and everyday life.// New York: Basic Books.
 * Militello, M., Rallis, S. F., & Goldring, E. B. (2009). //Leading with inquiry & action: How principals improve teaching and learning//. Thousand Oaks, Calif: Corwin Press.
 * Wiggins, G. P., & McTighe, J. (2007). //Schooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * Bridges, W. (2009). //Managing transitions//. USA: Dacapo Press.
 * 90-90-90 Article
 * Tipping Point Leadership
 * <span style="font-family: Georgia,serif; font-size: 130%;">Staff Meetings / Professional Development
 * <span style="font-family: Georgia,serif; font-size: 130%;">Problem of Practice: Phases I-III
 * <span style="font-family: Georgia,serif; font-size: 130%;">PDCA Cycle for Third Grade
 * <span style="font-family: Georgia,serif; font-size: 130%;">Paw Prints

**<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">4b. Recruiting, Hiring, Placing and Mentoring of staff **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

**<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Experiences ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Selected Artifacts **
 * <span style="font-family: Georgia,serif; font-size: 130%;">I have participated on numerous interview teams while in the NELA program at the high school and elementary school level.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I participated in a mock interview for an administrative position, and I was given the opportunity to reflect on the process with those who had conducted my interview.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I have observed dozens of classrooms and made hundreds of classroom visits. The result is that I am able to identify high levels of instruction, provide necessary feedback for teachers to act on, and arrange for staff transitions when necessary.
 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Coursework and Trainings **
 * <span style="font-family: Georgia,serif; font-size: 130%;">Aspiring Leader Self-Assessments, completed each semester
 * <span style="font-family: Georgia,serif; font-size: 130%;">Internship Project / Problem of Practice
 * <span style="font-family: Georgia,serif; font-size: 130%;">(Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)
 * <span style="font-family: Georgia,serif; font-size: 130%;">Distinguished Leadership in Practice assignments:
 * <span style="font-family: Georgia,serif; font-size: 130%;">High School Turnaround Case Study
 * <span style="font-family: Georgia,serif; font-size: 130%;">Weekly Internship Logs
 * <span style="font-family: Georgia,serif; font-size: 130%;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif; font-size: 130%;">Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif; font-size: 130%;">Clinical Supervision Assignment
 * <span style="font-family: Georgia,serif; font-size: 130%;">(Potential artifacts: video of conference, teacher evaluation rubric, reflection pape
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Understanding by Design
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Schooling by Design
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Llano Grande Digital Storytelling Workshop
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 24px;">Crucial Conversation Training
 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Related Readings **
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Bolman, L. G., & Deal, T. E. (2003). //Reframing organizations: Artistry, choice, and leadership//. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Tyack, D. B., & Cuban, L. (1995). //Tinkering toward utopia: A century of public school reform//. Cambridge, Mass: Harvard University Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Senge, P. M. (1994). //The Fifth discipline fieldbook: Strategies and tools for building a learning organization//. New York: Currency, Doubleday.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Covey, S. R. (2004). //The 7 habits of highly effective people: Restoring the character ethic//. New York: Free Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Lane, K. E. (2005). //The Principal's legal handbook//. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Schimmel, D., Militello, M., & Eckes, S. (2010). //Principals teaching the law: 10 legal lessons your teachers must know//. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Tschannen-Moran, M. (2004). //Trust matters: Leadership for successful schools.// San Francisco: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Fullan, M. (2001). //Leading in a culture of change//. San Francisco: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Fullan, M., & Ballew, A. C. (2004). //Leading in a culture of change: Personal action guide and workbook//. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Carnegie, D. (1981). //How to win friends and influence people//. New York: Simon and Schuster.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Kotter, J. P. (1996). //Leading change//. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Chenoweth, K. (2009). //How it's being done//. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Patterson, K. (2002). //Crucial conversations: Tools for talking when stakes are high//. New York: McGraw-Hill.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Covey, S. M. R., & Merrill, R. R. (2006). //The speed of trust: The one thing that changes everything//. New York: Free Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Florida, R. L. (2004). //The rise of the creative class: And how it's transforming work, leisure, community and everyday life//. New York: Basic Books.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). //Leading with inquiry & action: How principals improve teaching and learning//. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Theoharis, G. (2009). //The school leaders our children deserve: Seven keys to equity, social justice, and school reform//. New York: Teachers College Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Fullan, M. (2008). //What's worth fighting for in the principalship//?. New York: Teachers College Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Wiggins, G. P., & McTighe, J. (2007). S//chooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Bridges, W. (2009). //Managing transitions//. USA: Dacapo Press.
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">Tipping Point
 * <span style="font-family: Georgia,serif; font-size: 15px; line-height: 22px;">90-90-90 Article
 * <span style="font-family: Georgia,serif; font-size: 130%;">NELA Aspiring Leader Self-Assessment
 * <span style="font-family: Georgia,serif; font-size: 130%;">Bus Monitor Schedule
 * <span style="font-family: Georgia,serif; font-size: 130%;">Northside Observations / Evaluations
 * <span style="font-family: Georgia,serif; font-size: 130%;">5th Grade Math Story
 * <span style="font-family: Georgia,serif; font-size: 130%;">Staff Meetings / Professional Development
 * <span style="font-family: Georgia,serif; font-size: 130%;">Modeling and Encouraging the Use of Instructional Technology

 **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">4c. Teacher and Staff Evaluation **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement.

**<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Experiences ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Coursework and Trainings ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Related Readings **
 * <span style="font-family: Georgia,serif; font-size: 130%;">I conducted regular teacher observations and evaluations.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I created a schedule for observations and evaluations to ensure that an equitable amount of time was spent in each classroom.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I conducted daily classroom walk through observations focused directly on the instruction taking place in the classroom.
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Aspiring Leader Self-Assessments
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">High School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Distinguished Leadership in Practice assignments:
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Weekly Internship Logs
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Middle School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Fall 2011 Assessment Day: - Video reflection on school culture
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Upper Elementary School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Clinical Supervision Assignment
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 22px; text-decoration: none; vertical-align: baseline;">(Potential artifacts: video of conference, teacher evaluation rubric, reflection paper)
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Pre-K / Early Elementary Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Data Day: EVAAS, ACRE, Metametrics, NC WISE
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Literacy
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Common Core Overview (the one we had on mock interview day)
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Understanding by Design
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Schooling by Design
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Mathematics Common Core Trajectories
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Assistments
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">DPI Special Education Day
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Conflict Resolution
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Tyack, D. B., & Cuban, L. (1995). //Tinkering toward utopia: A century of public school reform//. Cambridge, Mass: Harvard University Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Lane, K. E. (2005). //The Principal's legal handbook//. Dayton, Ohio: Education Law Association.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Schimmel, D., Militello, M., & Eckes, S. (2010). P//rincipals teaching the law: 10 legal lessons your teachers must know//. Thousand Oaks, Calif: Corwin Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Huefner, D. S. (2006). //Getting comfortable with special education law: A framework for working with children with disabilities//. Norwood, Mass: Christopher-Gordon Publishers.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Guthrie, J. W. (2007). //Modern education finance and policy//. Boston: Pearson/Allyn and Bacon.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Tschannen-Moran, M. (2004). //Trust matters: Leadership for successful schools//. San Francisco: Jossey-Bass.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Fullan, M. (2001). //Leading in a culture of change//. San Francisco: Jossey-Bass.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Carnegie, D. (1981). //How to win friends and influence people//. New York: Simon and Schuster.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Kotter, J. P. (1996). //Leading change//. Boston, Mass: Harvard Business School Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Chenoweth, K. (2009). //How it's being done//. Cambridge, Mass: Harvard Education Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Meece, J. L., & Daniels, D. H. (2008). //Child and adolescent development for educators//. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Patterson, K. (2002). //Crucial conversations: Tools for talking when stakes are high//. New York: McGraw-Hill.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Covey, S. M. R., & Merrill, R. R. (2006). //The speed of trust: The one thing that changes everything//. New York: Free Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Friedman, T. L. (2007). //The world is flat: A brief history of the twenty-first century//. New York: Picador/Farrar, Straus and Giroux.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). //Leading with inquiry & action: How principals improve teaching and learning//. Thousand Oaks, Calif: Corwin Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Daniels, D. H., Beaumont, L. J., & Doolin, C. A. (2008).//Understanding children: An interview and observation guide for educators//. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Eller, J., & Eller, S. (2010). //Working with and evaluating difficult school employees//. Thousand Oaks, Calif: Corwin.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Theoharis, G. (2009). //The school leaders our children deserve: Seven keys to equity, social justice, and school reform//. New York: Teachers College Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Wood, C. (2007). Y//ardsticks: Children in the classroom, ages 4-14//. Turners Falls, MA: Northeast Foundation for Children.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Fullan, M. (2008). //What's worth fighting for in the principalship?//. New York: Teachers College Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Wiggins, G. P., & McTighe, J. (2011). //The understanding by design guide to creating high-quality units//. Alexandria, Va: ASCD.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Wiggins, G. P., & McTighe, J. (2007). //Schooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Bridges, W. (2009). //Managing transitions//. USA: Dacapo Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Steele, C. (2010). //Whistling Vivaldi: And other clues to how stereotypes affect us//. New York: W.W. Norton & Company.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Payne, R. K. (2009). //A framework for understanding poverty//. Moorabbin, Vic: Hawker Brownlow Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 130%; line-height: 24px; text-decoration: none; vertical-align: baseline;">Robinson, K. (2011). //Out of our minds: Learning to be creative//. Chichester: Capstone.
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">90-90-90 Article
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Tipping Point
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Ruby Payne RTI
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Why Reading by 3rd Grade Matters
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">Creating the Opportunity to Learn
 * <span style="font-family: Georgia,serif; font-size: 130%; line-height: 22px;">North Carolina General Statutes, Chapter 115
 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Selected Artifacts **
 * <span style="font-family: Georgia,serif; font-size: 130%;">Northside Observations / Evaluations
 * <span style="font-family: Georgia,serif; font-size: 130%;">Mariam Boyd Observations and Evaluations