EDLD 5399- Week 2 Assignment

EDLD 5399

Week 2 Assignment

I have organized this assignment by listing  the Domains with each Competency followed by the activities for each in my internship plan. Following each group of activities, I have written my reflection of that Competency in purple.

Domain I: Competency 1- Integrity, Fairness and Ethics

Position Goals and Requirements

1) Attend a District Custodian Meeting and debrief with a head custodian- report on topics, organization, interview the supervisor to discuss the evaluation process.

Philosophy/ History of Education

2) Investigate, analyze and suggest means of communication and support for Military Families

Ethics

3) Meet with a group of representative students soliciting beliefs and experiences with ethical practices in school or in the classroom. Make recommendations for ensuring greater ethical practices for all students.

Interpersonal Relationships (repeat)

5) Investigate and write an analysis of performance issues with previous superintendent

School Board Policy and Procedures/ State and Federal Law

6) Interview Board President, review roles, procedures- write summary of discussion

 

What strikes me immediately as I review Domain I: Competency I activities and review my notes, is the breadth of stakeholders I came into contact with to discuss issues relating to integrity, fairness and ethics. From working with custodians to parents and military families, students, and board members, the relationships a superintendent must form with people at many levels of responsibility for a district to function is remarkable. While interviewing and working with these different groups, I went head on into whatever situation I needed to as a matter of course; however, looking at this from some perspective gives me some pause because I had not recognized the vastness of the tasks. I have had good people skills for a long time, but I believe in order to operate with fairness and integrity, one needs to roll up shirtsleeves and work elbow to elbow with different constituencies to understand their points of view. To be able to empathize with custodians, for example, a superintendent needs to recognize the difficulties of the job, have a vision of how that position affects student learning and district goals, and then be able to communicate that back to them. When a superintendent understands the needs of military families, the perspective of students about what fairness means to them, and expectations of the board of trustees of the superintendent’s position, then he or she can have a better grasp of how to apply ethical decisions not only from a personal standpoint, but as someone who leads by example in a district.

Domain I: Competency 2- Development, Articulation, Implementation and Stewardship of the District Vision and Culture:

Vision/Mission

1) Analyze a school’s vision/mission statement as it relates to the school’s master schedule. Determine if the vision is reflected in the reality of the master schedule. Provide summary and recommendations.

Strategic Planning

2) Participate on a committee to plan, supervise, and participate in a Code Blue Lockdown Drill- summarize procedure and outcome of drill

Data Collection/Analysis

3) Analysis of Projected STAAR Data

Negotiating/ Consensus Building

4) Choose a current issue (to be determined) in a district/school. Use steps to for issue resolution with a small group of concerned parties. Reach consensus and/or critique on areas resolution failed. (Possible KEYS or expulsion hearing.)

Collaborative Decision Making

5) Observe a district cabinet meeting- observe behavior in outlining goals/problem definition, seeking information, challenging viewpoints, diagnosing problems and summarizing.

School Board Policy and Procedures/ State and Federal Law

6) Attend 3 Board Meetings, Debrief with Superintendent or Assistant Superintendents afterward

7) Interview Board President, review roles, procedures- write summary of discussion

 

In Domain I: Competency 2- Development, Articulation, Implementation and Stewardship of the District Vision and Culture, it has become clear to me that everything in a district boils down to that articulated vision and works out from it. Beginning with analyzing a campus vision statement and seeing how it was realized in the master schedule was a real eye-opener. I do feel a vision statement needs to be specific enough to have some real meaning, otherwise there is no direction in the articulation of policy. To that end, the scheduling system at the middle and high school levels have changed drastically this year in my district becoming more aligned to the vision statements. To provide more opportunities for students to take the classes they both need and want, the schedule changed from 4 x 4 to a 8 periods a day. There are many other advantages to this change such as better utilitization of personnel strengths and cost effectiveness, but the bottom line is students are given more opportunities for success. Everything flows from the vision a superintendent has for the district and his or her ability to articulate that vision to all stakeholders. Whether it be for strategic planning, or data collection and analysis, different groups must work together building consensus coming back to that vision as a grounding element. The superintendent’s ability to communicate that vision to the board of trustees down to the district leadership to the campuses, teachers, students, parents, and community members is essential to the fulfillment of that vision. Skills in helping people come to a consensus and understanding group dynamics to encourage participation in developing new ideas to accomplish the vision, need to be constantly honed. To be able to articulate the vision, then to empower different groups to come up with strategies to accomplish it, must be the highest priority for a superintendent. Working collaboratively with board of trustees members toward mutually agreed upon goals gives a clear direction to district stakeholders, avoids confusion, and gives everyone way to measure progress.

Domain I: Competency 3: Communication and Collaboration with families and community members that Promote Student Success and responds to diverse community interests and needs

Negotiating/ Consensus Building

1) Write, create, and direct training District public relations videos for administrators

Community/ Public Relations

2) Assist in developing strategy for community information / action regarding recent child killed in a cross walk

Effective Communication       Community/Public Relations

3) Write, create, and direct training District public relations videos for administrators

Parent Involvement

4) Participate in PTA Leadership Training- receive certificate

Climate for Cultural Diversity

5) Examine and evaluate the school library to evaluate resources that address the heritage and values of culturally diverse populations.

Community/ Business Involvement and Partnerships

6) Participate in planning the Partner in Education Banquet/Awards

Community/ Business Involvement and Partnerships

7) Collaborate with director on goals for Partners in Education 2012-13

 

Domain I: Competency 3 is perhaps my favorite because it involves working from the standpoint of cultural proficiency with families and the community. Public relations has always been very important, but in the 21^st century with information accessible almost immediately, a superintendent must have clear plans about how to communicate with the media, parents, community and business partners to be truly successful. School districts cannot work independently of the community and in order to build trust and support, information and using consensus-building strategies has to be part of a superintendent’s strategic plan for district and student success. Not only does a district need community understanding and support, but donations, monetary support, educational and mentoring opportunities for students are things our schools needs. By building bridges with different community organizations, businesses and media outlets, positive public perception of a district can make the difference in not only providing more for student learning, but building good will toward tax support and bond passage when needed. District and campus leaders also need to have a clear understanding about how the community views their schools and relationships that can be built to give individual campuses the support they need. Tapping into community resources like volunteers and parents saves the schools money and generates trust in the goals and objectives of the district. Understanding cultural differences that exist in the community also gives the superintendent a distinct advantage in knowing the priorities of parents and how to use those to help students achieve success in learning.

Competency 4- Responding to and influencing the larger political, social, economic, legal, and cultural context, including working with the Board of Trustees

Position Goals and Requirements (repeat)

1) Attend a District Custodian Meeting and debrief with a head custodian- report on topics, organization, interview the supervisor to discuss the evaluation process. (repeat)

Philosophy/ History of Education (repeat)

2) Investigate, analyze and suggest means of communication and support for Military Families

Ethics (repeat)

3) Meet with a group of representative students soliciting beliefs and experiences with ethical practices in school or in the classroom. Make recommendations for ensuring greater ethical practices for all students. (repeat)

Interpersonal Relationships (repeat)

4) Investigate and write an analysis of performance issues with previous superintendent (repeat)

School Board Policy and Procedures/ State and Federal Law (repeat)

5) Attend 3 Board Meetings, Debrief with Superintendent or Assistant Superintendents afterward (repeat)

6) Interview Board President, review roles, procedures- write summary of discussion (repeat)

 

Domain I: Competency 4 overlaps Competency I. In the context of responding to and influencing the larger political, social, economic, legal, and cultural context, including working with the Board of Trustees; however, it is important to note how all of these contribute to the superintendent’s understanding of the big picture. At every career crossroads I have encountered when moving to a higher level of responsibility, I have been inspired to move on because I could see the bigger picture involved and how all the elements work together for the greater good. It still amazes me when I hear a teacher talking about how they feel it is interference if a campus or district administrator comes in to observe his or her class. Two things occur to me: 1) that teacher has been made to feel they are doing something wrong, and 2) the administrators have not communicated a feeling of collaboration in attacking the problem of student learning and achievement together as a team. Although it is clear this teacher does not see the bigger picture, it is up to administrators, and ultimately the superintendent, to provide the training and support to create a new paradigm of team cooperation. There are things I have seen at the campus level that I know teachers do not necessarily need to understand or know about that affects them, but I find it fascinating how different elements tie together to make their jobs easier. Whether it be transporatation issues, finding money for personnel and programs, scheduling planning time or professional development, a superintendent needs to expand his or her horizons to see all the different cogs in the wheel that makes a district function. At the superintendent level, understanding how elements of budgeting, bond issues and taxes, personnel and hiring, scheduling, building maintenance, public relations, student perceptions of fairness, teacher unions, standardized testing, federal and state programs, and political influences, among others, work together constitutes a larger consideration. It is both challenging and exhilarating to bring all those elements together, communicate an overall strategy and empower different groups to come up solutions to make the system work even more effectively.

Domain II: Competency 5- Strategic Planning for Alignment of Curriculum, Curriculum Resources, and Assessments, along with implementing state and federal accountability systems

Analyzing the Curriculum

1) Feeder Pattern Vertical Alignment Project- Attend meeting, participate in discussion, review progress, report on outcomes

Supervision of Instruction / Instructional Strategies

2) Participate on Instructional Rounds Teams, collect data, analyze data for instructional purposes

Supervision of Co-Curricular Education

3) Evaluation of Co-curricular project- Cosmetology/Sierra Providence East Medical Center

School/Program Scheduling       Student Discipline

4) Review DAEP placement procedures, analyze problem of senior credit problem w/ possible solutions

Federal Programs Administration

5) Interview SPED Director regarding new federal/state regulations- develop a monitoring checklist

 

In Domain II: Competency 5- Strategic Planning for Alignment of Curriculum, Curriculum Resources, and Assessments, along with implementing state and federal accountability systems, the activities concentration was on instructional considerations and evaluation of curriculum and delivery systems. There has been talk for years in the district about vertical alignment of the curriculum and several half-hearted attempts, but real progress was made this past school year. Greater teacher empowerment through strategies encouraged by “High School That Work” and organization of vertical teams in the different feeding patterns brought some real progress in this direction. Again, the emphasis on the team approach to strength instructional strategies and results through Instruction Rounds has changed the traditional adversarial position between teachers and campus and district administrators. An emphasis on data collection and analysis to produce better learning outcomes for students has produced stronger campus and departmental leaders among teachers because Instructional Rounds are encouraged not only by administrators, but by teachers themselves. Sharing the rationale with teachers has given them a tool for increasing awareness of student learning processes. In additional, looking closely at working with Sierra Providence Hospital in giving students an opportunity to gain experience and practice skills has been mutually beneficial. Not only are instructional opportunities expanded, but a large community business has gained first-hand knowledge of student programs. Instructional program effectiveness is not only something important to regular students, but reaching out to students experiencing challenges and difficulties, whether because of discipline issues or learning disabilities, is another important piece of the instructional puzzle. These special populations benefit from the same close attention to analysis of instructional techniques and need to be part of the overall plan to strengthen student learning. I believe working with the DAEP and special education students can lead to techniques that are successful for many regular education students as well. Again, working together as a team and seeing how the big picture works is an important skill for a superintendent.

 

Domain II: Competency 6- Promoting and sustaining a strong instructional program and District Culture that promotes student learning and staff professional growth and development

Current Issues Affecting Teaching and Learning

1) Compile a list of current issues that affect teaching and learning. Assess the degree of importance and urgency for each issue

Learning/Motivational Theory

2) Survey a school faculty on methods to motivate students. Survey a sample of students soliticiting methods that motivate them to perform in school. Compare and contrast the two surveys.

Evaluation of Student Achievement/ Testing and Measurement

3) Review data from AP scores, recommend possible solutions to increase scores

School/Program Scheduling       Student Discipline (repeat)

4) Review DAEP placement procedures, analyze problem of senior credit problem w/ possible solutions (repeat)

 

For Domain II: Competency 6- Promoting and sustaining a strong instructional program and District Culture that promotes student learning and staff professional growth and development, I looked at resources available for teachers to investigate best practices. There is so much research that is available to educators today, new theories come out all of the time. Not only does a superintendent need to be updated on new ideas coming out, but teachers, campus administrators and district personnel need to have opportunities to be able to read, reflect and put into practice what may work to help students that has not been utilized before. Use of technology is an issue that is literally exploding. There are so many different devices, programs, software and ideas available to enhance student learning, superintendents need to encourage teachers to take advantage of district resources as well as outside experts. These can help students, but also can save the district money in providing opportunities for students. It is important to note that things many teachers think motivate students may not be relevant to them at all. Because of technology available to students, they are exposed to many different influences. Discussing this with students can give teachers and administrators insight in designing educational programs that appeal to student interests and provide a motivating factor otherwise ignored. This not only applies to students who have disciplinary issues, but those involved in AP and Dual Credit courses as well. Traditionally in our district, students have not done well on AP tests at all. Hitting on the right combination of motivational factors could make all the difference, since it clearly has nothing to do with how bright a student is. In keeping with a strong instructional program, it is important that students who are sent to the DAEP are not penalized by not having courses available to them that they need for graduation. This happened last year with several seniors. Careful attention and communication between campuses and counselors is essential in finding motivational strategies for students to avoid disciplinary situations as well as working with them after they find themselves in the DAEP. This all corresponds to a strong instructional program.

Domain II: Competency 7- Implementing staff evaluation and development and select appropriate models for supervision and staff development

Staff Development/ Adult Learning

1) Observe a High Schools That Work planning committee- report on progress

Personnel Procedures

2) Interview HR Director, discuss outsourcing, reassignment, budgeting, and determining raises- write summary of discussion

 

For my activities dealing with Domain II: Competency 7- Implementing staff evaluation and development and select appropriate models for supervision and staff development, I enjoyed watching the development of powerful teacher-lead teams using “High Schools That Work” strategies. The HSTW team did three days of staff development for the entire staff at three of the four district high schools, and then teachers selected areas to work in teams. Teams worked with HSTW advisors and researched strategies. They discussed and put together recommendations to present to the administration to strengthen student learning. When all committees met and reviewed strategies recommended, they prioritized them. The great thing about this process was teachers felt their input was wanted and valuable. They were inspired to research proven strategies that would work for specific student needs on their campus. This was a way to guarantee buy-in for change and put the energies of many talented educators to good use. This enabled teachers to become leaders in their disciplines, departments, campuses as well as district-wide. It developed an entirely new cadre of expertise for new staff development opportunities. In working with the HR Director, reorganizing the secondary master schedules allowed me to see how costs can be cut through creative staffing patterns while enhancing student learning. Taking advantage of teacher strengths by reassigning personnel in more appropriate capacities cut expenses and made the budget go further without laying personnel off. This district was the only large district in the area that did not have to let teachers go for reduction in force because of the strategies put into effect by the superintendent. By a careful analysis of teacher certification combined with restructuring the master schedule, job were saved and a more efficient system was put into place to deliver quality instruction.

Domain III: Competency 8- Budgeting, Resource Allocation, Financial Management, and Technology Applications

Learning Technology

1) Interview persons responsible for assessing technology software. Describe the process used. Evaluate and discussions, recommendations.

General Office Administration/ Technology

2) Assess Technology standards and levels of compliance.

School Operations/ Policies

3) Meet with School Attendance Officer. Discuss rules, procedures, and ramifications of attendance on law, finance, and general school/district operations-summarize

Supervision of the Budget

4) Prepare a bid for the Regional Co-op and go through the bid process

Professional Affiliations and Resources

5) Visit the website of NASSP and compile of list of all services and information available to the principal. Summarize the findings and how relevant they are in my circumstances.

Professional Library

6) Compile a list of books, publications, training manuals, and district or state publications used or recommended for administrators.

 

 For Domain III: Competency 8- Budgeting, Resource Allocation, Financial Management, and Technology Applications interviewing people particularly involved with technology, was interesting in combination with resource allocation and budgeting. This district has been very forward-thinking in both providing cutting edge technology for students and teachers, as well as parent, since 1998 when the district installed computers in every classroom. At its height, the district provided tech pilots who were responsible for maintaining the computers on campuses as well as a computer lab on each campus, acted as a resource for teachers, provided instruction for students when teachers would schedule classes in the labs, and offer professional development for teachers. This past year, in order to save money, those positions were cut. A virtual handful of tech pilots still exist due to campus principals budgeting for an extra teacher position on their campuses, but they are rare. As a consequence, technology resources may suffer. Budgeting becomes even more of an issue with the economy still in recovery, and so recognizing how attendance affects school finance and what we can do to improve it is essential not only for great student learning, but to provide funds. Another aspect of controlling budgets by learning about the bid process and participating in it was enlightening. I found school finance officers very helpful to the vendors applying through the bidding process. They are interested in finding the best goods and services for the best price, so they are extremely motivated giving excellent customer service in helping vendors. As part of the big picture, this is not something a campus administrator would be likely to know details about. This experience provided a different aspect to look at school funding. In looking at the NASSP website and the school professional library, it is clear there are many resources available to teachers and administrators. More should be done so professional take more advantage of free resources. The school professional library is something I have never seen fully utilized. With an insightful librarian, many resources can be made available to educators to keep informed about new theories and best practices. Taking advantage of these resources can cut professional development costs as well and provide an excellent way for reflection of practice.

Domain III: Competency 9- Leadership and management of the district’s physical plant and support systems to ensure a safe and effective learning environment

Facility and Maintenance Administration/ Safety and Security

1) Interview Asst. Superintendent in charge of Maintenance- summarize discussion

2) Participating in Reviewing Punch List for El Dorado 9^th Grade Center expansion project, report on outcome

Student Transportation

3) Assist in planning and organizing bus transportation for SPED Extended- Year Program- report on the process and how routes are selected

Food Services

4) Participate in planning and organizing the Summer Breakfast/Lunch Program- report on the process and the schedule

 

I found I enjoyed investigating more about Domain III: Competency 9- Leadership and management of the district’s physical plant and support systems to ensure a safe and effective learning environment. Interviewing the Assistant Superintendent in charge of Maintenance was fascinating. As an architect, he had a different approach to facilities than what I have been exposed to before. This is a huge job that intimidated me at first. I learned that with having a basic idea of the elements involved, I could be kept in the loop of maintenance and building issues while delegating to an expert on details of operations. It is important to keep on top of changes in the law, safety concerns, and be aware of condition of facilities. We have many new building in our district with at least three new schools opening every year for the past 10 years, so I had the opportunity to see different stages of construction and completion of buildings. Cost effectiveness is paramount and relating that back to the bond levy passed a year ago brings out the importance of budgeting, tax revenue, community support and public relations. With an expanding student population, understanding the challenges of transportation and food service is critical. Transportation for regular students is daunting enough, but scheduling for special education students as well with 43,000 students in a district is important to note because of cost controls and safety. Food service with most of the schools over 89% economically disadvantaged is also a challenge. New laws concerning restrictions of sugar, soda, and fat content add to that. Consideration of federal funds and programs must be taken into account as well.

 

Domain III: Competency 10- Applying, Organizational, Decision-Making and Problem Solving Skills complying with federal and state requirements and facilitate positive changes

Change Process

1) Discuss and analyze previous superintendent’s performance and reasons for leaving.

Student Services

2) Interview a school nurse to discuss major requirements and goals for the school health program.

Issue and Conflict Resolution

3) Analyze problems in transitioning to the EOC and offer possible solutions

 

In considering Domain III: Competency 10- Applying, Organizational, Decision-Making and Problem Solving Skills complying with federal and state requirements and facilitate positive changes, I looked at three major changes. First, the previous superintendent’s tenure was considered. I am aware there are times superintendents are hired to carry out an agenda the board of trustees wants to implement. After all, if we have learned anything during this program, a superintendent is an employee of the board and it is there district. If someone is hired to carry out a mandate, that is their task. Some things I will never know for sure about the contract that was shorted by the previous superintendent, but that is one thing many have speculated on. She was not very popular. By most accounts, she was considered a bully by district staff. She also had poor rapport with the media and community, which cost the district its first-ever defeat of a bond. Whatever she did, it galvanized several people in the community to run against incumbent trustees and changed the face of the school board. The entire process is a lesson on many levels of the different kinds of superintendencies out there. I also looked at changes in the school health program over the course of several years from the perspective of a school nurse recognized as the outstanding school nurse in the state of Texas. The responsibilities, especially in light of SPED units for severely disabled students, have changed considerably. In addition, with the introduction of the EOC exams, positive changes are needed to address concerns about new requirements for graduation, assisting students identified as needing more/different instruction, and budgeting for remediation. Creative thinking is required. In order to come up with solutions, district leaders will need to keep abreast of new best practice ideas, encourage and empower teams of educators to work together, and facilitate change for the better.  

Entry Plan

FIRST DAY

Goal(s) 1) Meet all district level personnel

             2) Review survey responses from district and campus administrators

 

Objective(s) 1) Establish a beginning relationship with those in the same building

                     2) Begin to determine strengths and weaknesses, possible priorities

 

Activities addressing goals and objectives

1) Create an atmosphere of an open door policy, someone who listens, get a feel for formal and informal leaders, establish position

2) Send out surveys for input to district and campus administrators before arrival to assess concerns

Resources needed to achieve goals and objectives: Create survey from leadership books, NASSP, TASB

FIRST WEEK

Goal(s)           1) Meet with chief financial officer

                        2) Meet with Public Relations Officer

                        3) Meet with Cabinet

                        4) Create an Organizational Chart

 

Objective(s)    1) Review budget, financials

2) Schedule interviews with media, school visits, review communications plan/goals

3) Discuss roles and responsibilities, set priorities, determine strengths

4) Clarify chain of command, publish to all staff and make available to parents and community

 

Activities addressing goals and objectives

1) Review state budget documents, campus and district budgets and improvement plans

2) Review past accomplishments, district vision, new goals

3) Review surveys, one-to-one conversations, establish team dynamics/goals

4) Pictures of all personnel, clean up any discrepancies in responsibilities               

Resources needed to achieve goals and objectives: state, district, and campus financials and improvement plans, review of past media coverage, surveys, current organizational charts

FIRST MONTH

Goal(s) 1) Review testing and instructional data

              2) Meet with all board members individually

 

Objective(s) 1) Establish gains, losses, strengths and weaknesses; Identify professional

development needed to improve areas of weakness; Begin to research training available for best practices

2) Develop a rapport with individual board members; Understand board priorities and concerns in depth

 

Activities addressing goals and objectives

                        1) Data analysis of testing, AEIS

            2) Visit all campuses to become familiar with administrators, teacher,

students and parents, building safety & maintenance issues, know which board members are representing which areas of the district

Resources needed to achieve goals and objectives: state data

FIRST YEAR

Goal(s) 1) Establish a reputation for high expectations and excellence

              2) Improve student learning and success

  3) Work together with the Board of Trustees to review progress and establish

   new goals

 

Objective(s) 1) Lead by example, create a positive relationship with the community,

 businesses, political forces and media that brings resources into the

 schools; Attract highly qualified and creative teachers & retain quality

 employees

                     2) Improve quality of life for students and their families through learning

                        3) Create an atmosphere of cooperation with the Board of Trustees to

                        improve the community through student achievement

 

Activities addressing goals and objectives: Set priorities and goals, always be true to myself, make sure to listen, and always do the right things for the students.

Resources needed to achieve goals and objectives: Me!