Building Leaders — Missouri K-12 Education Reference

Table of Contents

1. Principal Certification & Role
2. Comprehensive School Improvement Plan (CSIP)
3. Staff Evaluation & Supervision
4. Student Discipline Policy
5. School Safety
6. Title I Building-Level Implementation
7. Parent & Family Engagement
8. Data-Driven Decision Making
9. Teacher Hiring & Induction
10. School Culture & Climate

1. Principal Certification & Role

Certification Requirements

• Master's degree in educational administration or related field
• Completion of a DESE-approved principal preparation program
• Passing score on the Missouri Content Assessment for Principals (or approved equivalent)
• At least 2 years of teaching experience (or equivalent educational experience per DESE guidelines)
• Background check (FBI fingerprint + Missouri Highway Patrol)

Principal Certificate Types

• Initial Administrator Certificate: 4 years; requires mentoring and professional development
• Career Continuous Administrator Certificate: lifetime with renewal; requires ongoing PD

Core Responsibilities

• Instructional leadership (curriculum, assessment, professional development)
• Staff supervision, evaluation, and growth
• School operations (budget, facilities, safety, scheduling)
• Student discipline and culture
• Parent and community engagement
• Compliance with state and federal requirements
• School improvement planning and implementation

2. Comprehensive School Improvement Plan (CSIP)

Requirement

Every Missouri public school is required to develop and maintain a CSIP (RSMo 160.526). The CSIP is the primary vehicle for school improvement under MSIP 6. (CSIP template)

Required Components

1. School profile data: demographics, enrollment, attendance, assessment results, discipline data, graduation rate (high school), teacher qualifications
2. Needs assessment: analysis of strengths and areas for improvement based on data
3. Goals: specific, measurable improvement goals aligned to MSIP 6 standards
4. Strategies/action steps: evidence-based strategies to achieve each goal
5. Professional development plan: PD aligned to improvement goals
6. Resources: budget, personnel, materials needed
7. Timeline: implementation schedule with milestones
8. Monitoring plan: how progress will be tracked (formative data points)
9. Evaluation plan: how effectiveness will be measured (summative data)
10. Stakeholder engagement: evidence of parent, teacher, student, and community input

CSIP Cycle

• Reviewed and updated annually
• Full revision aligned to MSIP 6 review cycle (typically every 5 years)
• Submitted to the district; district compiles building CSIPs into the District School Improvement Plan (DSIP)

Stakeholder Engagement Requirements

• CSIP development must include input from: teachers, parents, students (at secondary level), community members, and building leadership
• ESSA requires Title I schools to jointly develop school-parent compacts and parent engagement policies

3. Staff Evaluation & Supervision

Administrator's Role in MEES

Principals (or designees) serve as primary evaluators for teachers:

• Conduct formal observations (pre-conference, observation, post-conference)
• Provide written feedback aligned to Missouri Teaching Standards
• Develop growth plans for teachers performing below proficiency
• Document evaluation evidence and maintain records
• Ensure non-tenured teachers receive annual evaluations
• Ensure tenured teachers receive evaluations per district schedule (minimum every 3 years)

Mentoring & Induction

• Districts are required to provide a mentoring program for new teachers (RSMo 168.028)
• Principals assign mentors and monitor the mentoring relationship
• Mentoring is a requirement for progression from IPC to CCPC

Addressing Underperformance

1. Document specific concerns with evidence (observations, data, complaints)
2. Provide clear expectations and support (coaching, PD, resources)
3. Develop a formal improvement plan with measurable targets and timeline
4. Monitor progress at defined intervals
5. If insufficient improvement → progressive discipline per board policy
6. Non-tenured teachers: non-renewal by April 15 (RSMo 168.126)
7. Tenured teachers: termination for cause with due process (RSMo 168.114)

4. Student Discipline Policy

Board Policy Requirements

Every district must adopt a written discipline policy (RSMo 160.261) that includes:

• Code of conduct with clearly defined prohibited behaviors
• Range of consequences for violations
• Due process procedures for suspensions and expulsions
• Provisions for students with disabilities (IDEA/504)
• Reporting requirements for serious incidents (weapons, drugs, violence)

Mandatory Reporting to Law Enforcement

RSMo 160.261 requires reporting to law enforcement when a student is found to have committed:

• First or second degree assault
• Possession of a weapon on school property
• Distribution of drugs on school property
• Arson or attempted arson

Suspension/Expulsion Authority

• Principals may suspend students for up to 10 school days per incident
• Superintendent/Board authority required for suspensions exceeding 10 days or expulsion
• 180-day suspension: common long-term suspension in Missouri for serious offenses
• Expulsion: permanent removal from the district; board action required

Alternative Discipline Approaches

• Restorative practices (circles, conferences, mediation)
• In-school suspension with academic support
• Behavioral contracts
• Referral to counseling or community services
• Saturday school
• Community service
• MTSS/PBIS framework integration

5. School Safety

School Safety Plans (RSMo 160.660) (detailed crisis protocols)

Every school building must have a school safety plan that includes:

• Building-level crisis response procedures
• Protocols for active threat situations (Run/Hide/Fight or similar framework)
• Severe weather / natural disaster procedures
• Medical emergency protocols
• Communication plan (internal and external)
• Reunification procedures
• Annual review and update

Required Drills

Mandatory Reporting

• Child abuse/neglect: all school employees are mandated reporters (RSMo 210.115). Reports go to the Children's Division hotline (1-800-392-3738) or local law enforcement.
• Threats of violence: must be reported to administration and may require law enforcement notification
• Suicide risk: follow district protocol for suicide risk assessment and intervention; referral to crisis services

School Resource Officers (SROs)

• Many Missouri districts employ SROs through partnerships with local law enforcement
• MOU (Memorandum of Understanding) required defining SRO role, authority, and limitations
• SROs should not be used as school disciplinarians for routine student behavior issues

6. Title I Building-Level Implementation

Two Models

Schoolwide Program (SWP): available to schools where 40%+ students are from low-income families

• Comprehensive reform strategy serving ALL students in the building
• Requires a comprehensive needs assessment
• Must implement evidence-based strategies
• Flexible use of Title I funds for whole-school improvement

Targeted Assistance (TA): for schools below 40% poverty threshold (or schools choosing this model)

• Serves only identified eligible students (based on academic need)
• More restrictive use of funds
• Must identify students using multiple, educationally related criteria

Title I Building Requirements

• Annual parent notification of school's Title I status
• School-Parent Compact (jointly developed)
• Parent and Family Engagement Policy
• Teacher qualification notifications (parent right-to-know under ESSA)
• Annual Title I meeting for parents
• Schools identified for Comprehensive Support and Improvement (CSI) or Targeted Support and Improvement (TSI) have additional requirements

7. Parent & Family Engagement

ESSA Requirements (Title I Schools)

• Develop and distribute a written parent engagement policy
• Jointly develop a school-parent compact outlining shared responsibilities
• Hold an annual Title I meeting to explain programs and parent rights
• Provide materials and training to help parents support learning at home
• Ensure communications are in a language and format parents can understand
• Reserve a portion of Title I allocation for parent engagement activities (1% at the district level if allocation exceeds $500,000)

Best Practices

• Regular two-way communication (not just newsletters — include surveys, conferences, home visits)
• Parent-friendly meeting times and locations
• Translation and interpretation services for non-English-speaking families
• Family literacy and education programs
• Parent representation on school improvement teams
• Culturally responsive engagement strategies
• Technology-accessible communication (portals, apps, text messaging)

8. Data-Driven Decision Making

Key Data Sources for Principals

Data Cycle

1. Collect — gather data from multiple sources
2. Analyze — disaggregate by subgroup (race, gender, disability, ELL, income)
3. Interpret — identify root causes, not just symptoms
4. Plan — develop targeted strategies based on findings
5. Implement — execute strategies with fidelity
6. Monitor — use formative data to check progress
7. Evaluate — assess impact and adjust

9. Teacher Hiring & Induction

Hiring Process

1. Post position (internal and external)
2. Screen applications for certification, experience, fit
3. Interview panel (include teachers, administrators, potentially parent/community representatives)
4. Reference checks
5. Background check (RSMo 168.133) — required before employment
6. Board approval
7. Contract issuance

Induction Program Requirements (RSMo 168.028)

• All new teachers (first year in the district or first year teaching) must participate in a district mentoring/induction program
• Mentors should be experienced, effective teachers in the same or similar content/grade level
• Induction programs typically include: mentor pairing, regular meetings, classroom observations (of and by the new teacher), professional development, and gradual release of responsibilities

10. School Culture & Climate

PBIS (Positive Behavioral Interventions and Supports) (full PBIS reference)

Missouri's PBIS framework (MO SW-PBS) is a statewide initiative:

• Tier 1: Universal supports for all students (schoolwide expectations, teaching behavioral expectations, positive reinforcement, consistent consequences)
• Tier 2: Targeted supports for at-risk students (Check-In/Check-Out, social skills groups, mentoring)
• Tier 3: Intensive, individualized supports (FBA/BIP, wraparound services, therapy)

MTSS (Multi-Tiered System of Supports)

MTSS integrates academic and behavioral support:

• Universal screening (all students, multiple times per year)
• Progress monitoring (frequent data collection for students receiving interventions)
• Evidence-based interventions at each tier
• Data-based decision making for tier movement
• Team-based problem solving

Trauma-Informed Practices

• Recognize the prevalence and impact of ACEs (Adverse Childhood Experiences)
• Create physically and emotionally safe environments
• Build trusting relationships between staff and students
• Support staff wellness and secondary trauma awareness
• Avoid re-traumatization through punitive or shaming practices
• Collaborate with community mental health providers

Related Resources

• Discipline & Behavior -- PBIS framework, restorative practices, threat assessment, and due process
• Crisis & Emergency -- crisis response plans, drill requirements, and safety protocols
• MSIP 6 & Accreditation -- accreditation standards and APR reporting
• IEP Compliance Checklist -- ensuring IEP compliance at the building level
• Assessments -- MAP, EOC, and assessment administration requirements