5399 Week 2 - 10 Competency Reflections and Job Entry Plan

Domain I—Leadership of the Educational Community – Competencies 1 - 4

Competency 1 Area:

The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.

The course lectures, assignments, readings, policy reviews and internship activities have all helped emphasis and explain to me the importance of Competency 1. In evaluating and reviewing this competency I probably gained the most from just observing. I observed school leaders who have made and/or make positive choices or decisions; as well as one who have made and/or make poor choices or decisions. I remember in one of our first courses we had to post an un-ethical decision made by a school leader. Unfortunately, every cohort member in the course was able to share and reflect on a school leader who had made a poor choice or decision. Some choices or decisions were intentionally made for the wrong reason and some not so intentional. Over the last eight months I have closely observed our superintendent when in conversations. It does not matter if he is in a conversation with fellow administrators, teachers, board members, parents or community members; he is advocating and promoting public education. He is promoting the good things we have going on in our school district. He shares the district vision, goals and desire to continue improving the level of engagement and rigor being taught in our classrooms, at all grade levels. I think this is important for the superintendent to show this support by “walking the walk” and “practicing what he preaches”. I have observed his decisions are based on student success. The preparation program has also allowed me several conversations and interviews in which we have had lengthy discussions concerning ethical decisions and the importance of all decisions focusing on student achievement. News media, professional organizations and sources such as Texas ISD have kept me informed of ethical issues impacting public education. The course assignments, lectures and internship plan have helped me become more familiar with district and state policies along with the importance of applying them in a fair and reasonable manner. This includes “The Code of Ethics and Standard Practices for Texas Educators”. As well as working with the board in developing fair and reasonable policies for the school district. Parts of my internship plan focused on bettering my interpersonal relationship skills and looking at ethical behavior of school and business leaders. Interpersonal relationships are important when working with groups of people. The skills helped me focus on areas which will improve my interpersonal skills. People are looking for strong ethical leaders, in schools, business and government. I know that often school Superintendents are forced with tough ethical decisions daily, often times even making the right ethical decision can even lead to ill feelings with staff members, community members or board members. The course lectures, assignments and readings helped showed me the importance of sound ethical decision making. I really believe a huge part of this competency has to do with the type person one is.  Not all people are raised with family values or role models who teach them and foster integrity and fairness in treating others. Overall I feel I have a strong foundation in Competency 1. My desire is to continue to be a school leader who knows how to act with integrity, fairness, and in an ethical manner in order to promote the success for all students. I hope this is something which will always be said about my leadership.

Competency 2 Area:

The superintendent knows how to shape district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community.

The course lectures, assignments and readings not only explained and showed me the importance of creating a vision and mission but also the policies and standards used for outlining the process. Parts of my internship plan focused on reviewing and evaluating board policy on vision, mission and educational goals. Although I have been a part of this process in previous years this program allowed me to see the importance of developing and seeking input from all stakeholders; including board, staff and community. Stressing the importance and understanding of what each member’s role is and the impact of their decisions, not just trying to get something on paper to fulfill a requirement. The last eight months has shown me the impact the superintendent plays in shaping the district culture. From many conversations with our school superintendent (site supervisor) I learned how important it is for the superintendent to start the shaping of the district culture with the board. Once the board and superintendent shape the culture and vision of the district it is the job of the superintendent to seek the input and support of district; starting with the district leadership team, campus leadership teams, campus principals, faculty and staff, along with the community. All stake holders need to understand the expectations and rigor expected of them; themselves, students and staff. Several of my internship activities involved developing Strategic Plans for initiatives in our district which support our vision and goals. Sitting on committees allowed me to observe and participate in implementing initiatives that focus on increasing student engagement and rigor in our classrooms district wide. Discussions at meetings included collaborating with other staff members, often from other campuses, and other campus and district administrators in implementing strategies for involving all stakeholders and getting the information out to all stakeholders. This also included using formal and informal data collected by our curriculum department (needs assessment and staff development evaluation, both using survey monkey). I observed our superintendent and curriculum director encouraging staff members to take a risk, step out and do something new or out of the ordinary. It is okay to take risks and take part in innovative teaching practices as long as the focus is on increasing student engagement and learning. During my internship experiences I observed district leaders point out staff member’s success stories in moving forward with district wide WOW framework. This is done in settings such as staff developments, board meetings, district PLC’s and district newsletters.  The programs course work and internship activities helped me understand issues dealing with multicultural awareness, gender sensitivity and their impact on the educational community. A specific internship activity focused on gender stereotyping used in the Language Arts literature in our district. I also gained a better understanding and the importance of all educational programs, including students with special needs. I plan to continue growing in this competency.

Competency 3 Area:

The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.

The course lectures, assignments, readings, policy reviews and internship activities have all helped emphasis and explain to me the importance of Competency 3. I have always felt that communication was one of my strengths; however this competency forced me to focus on key aspects associated with successful superintendent communication and collaboration. Several of my internship plan activities fell into this competency. Along with our school PTO president and assistant principal, I assisted in developing a plan to get more parents involved. Not only joining PTO but being actively involved in PTO and in classrooms.  The first semester of the school year we have seen an improvement from previous years. I spoke with our school social worker. Although I was aware of many agencies and local organizations who provide assistance to students and families in need; she provided me with many more resources and options. Our school nurse helped provide me with many options and ideas which could be incorporated into schools to improve our overall school health program. I reviewed district policies and procedures on communication. I discussed with our Director of Curriculum, who is also our designated district spokesperson, how communication is handled in our district. We discussed communication with the media, including the importance of having positive relationships with media. She shared with me strategies to use, including thanking them for helping share the story. As stated in the above two competencies, I have personally observed our superintendent communicate and share our districts vision, goals and successes when out in public. From the course work and my personal experiences I understand the importance of the superintendent being active in the community. Speaking at and being a part of local civic groups or clubs, chamber of commerce, etc. Actively seek joint efforts and partnerships from resources, individuals, groups or businesses within the community. Over the course of my internship I have observed our superintendent diligently working to strengthen our districts educational foundation. Once again gaining support from outside sources, businesses and individuals. At our last board meeting the foundation proposed to pay for a college counselor at the high school. The foundation will fund the position at 100% for 5 years and 50% for the next five years. This done in an effort to increase the amount of kids who attend college, again another example I was able to observe “partnerships” to help students and families. In discussions and interviews with our current superintendent and a retired superintendent I have learned valuable information about identifying and building relationship with “key” leaders in the community. Including not ignoring individuals who are generally the “nay-sayers”, they generally represent a group within the community. This relationship component became very clear in the facilities course as we studied and learned about bond proposals. A key element in all discussion items was communication; including the facility assessment committee, bond committee, board, administration and community. My goal is to be a superintendent who knows how to communicate and collaborate with families and community members.

Competency 4 Area:

The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district's educational vision.

As I reflect on competency 4 I realize how important it is for the superintendent to be proficient in this area for the school district to be successful. I did address a few key aspects from competency 4 in my internship plan. I looked at and evaluated our board training policies and procedures. Until this preparation program I was unaware of what was involved in board member training, including new board member orientation in our school district and state training requirements. The internship experience helped me realize the importance of informing new board members of the task performed by various school district departments. Although I have been attending school board meetings for several years, I observed from different “lenses” the last 8 months. I observed our school superintendent and board working effectively in problem solving and decision making. I was able to see how they all respected each other; even at times their opinions or views differed.  Another key aspect of my internship plan in competency 4 was evaluating our districts discipline policies. Key components of our discipline policy reflect legal guidelines protecting the rights of students and staff in order to create a positive learning community. A big portion of our districts discipline policies and matrix is directed by state laws and requirements. The majority of our policies are TASB adopted policies. Part of my internship plan included discussing with our superintendent professional organizations which support school districts politically; including local, state and national. Course assignments, readings and postings allowed me the opportunity to expand my knowledge and grow professionally. Overall in terms of board/superintendent relationships, I learned a lot of pertinent information in course lectures and assignments, especially 5387 Superintendent seminar, as well as conversations with our superintendent. Dr.Lea helped explain to me that a superintendent can only be as effective as the board will allow him or her to be. He does not proceed on key district issues without first consulting with the board. Often I reflect on the course lecture interviewing Dr. Bob Thompson in which he stated, “It’s their kids, their schools, their money”, in regards to their being the board, not the superintendent. Dr. Lea shared that the statement could not be any more truthful. Dr. Lea was able to point out to me how crucial a strong board president was in maintaining a smooth running board. Until I went through this preparation program I was not aware how important it was for the superintendent to know how to respond to and influence the larger political, social, economic, legal and cultural context, including working with the board of trustees, to achieve the district’s educational vision. In my opinion one cannot be an effective superintendent if not able to perform the task outlined in competency 4.

 DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 - 7

Competency 5 Area:

The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; use the current accountability system; and promote the use of varied assessments to measure student performance.

As I reflect on competency 5 I realize I grew the most in this competency over the last eight months. The course work, assignments, lectures, readings, assignments and internship activities helped me improve my knowledge and understanding of key concepts outlined in this competency. For several internship activities I worked closely with our Director of Curriculum and other instructional leaders (instructional specialist) in broadening my knowledge and skills in this competency. I feel confident in facilitating curricular decisions based on pedagogy, curriculum design, cognitive development, learning processes and student growth. As an internship activity I reviewed board policies and administration procedures regarding data collection. Using data properly is crucial in being able to use assessments to measure student learning, address areas of needs when developing and designing curriculum. This information is crucial when developing district and grade level scope, sequence, content and alignment. As a school leader one must be able to make educational decisions based on student data. I closely evaluated the math curriculum at my campus, focusing on our three weak TAKS math objectives. I facilitated staff developments aligning instruction in these three weak areas, by grade level and campus wide. I evaluated our districts board policies in regards to extra-curricular activities. Our district supports student involvement in extra-curricular activities, from fine arts, FFA, FCCLA, clubs and athletics. I reviewed and evaluated the Technology Standards for School Administrators. I was amazed at how they closely the standards correlated with the 10 SBEC Superintendent Competencies. The use of technology in schools is only going to increase. It is important that school leaders embrace and incorporate technology into all subject areas and grade levels of education. Students should not have to “power down” when they come to school. There are so many possibilities to increase student engagement with the use of technology. Dr. Stephens course helped expand on the educational opportunities and possibilities using technology.  Another internship activity involved interviewing a school counselor at the secondary and elementary level. We discussed developing the master schedule at each level and the impact of changing the master schedule as well as individual student schedule changes. Part of the discussion also included understanding the growth and development of children and adolescents, often time focus is not given in relation to what research shows as optimal levels of performance. For example, teenagers not performing well academically in the morning. We reflected that often schedules are arranged around other key factors such as transportation or athletics. In this constantly changing world of federal and state education accountability it is important that all district staff have an understanding of the current accountability system and the role they play in helping students succeed.

Competency 6 Area:

The superintendent knows how to advocate, promote, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.

Course work, lectures, assignments, readings, internship activities and observations allowed me to develop skills in the area of Competency 6. I participated in many internship activities that aligned with this competency. In several of my course postings, course assignments and internship plan I made reference to Phil Schlechty Working on the Work (WOW) framework. Our school superintendent, Dr. Ray Lea, introduced it to our district about three years ago. It has had a dramatic impact on the school district. It is not an educational program but a tool which can be used to help transform a school district into a true learning organization focused on increasing student engagement. The Working on the Work represents focusing on the “work” teachers assign or ask of students. The framework outlines “design qualities” to use when designing lessons or work. The WOW framework addresses many key indicators identified in Competency 6. It includes involving motivational theories and strategies to encourage students, staff, families and community to achieve district’s vision. It facilitates the development of a learning organization that includes increasing student engagement and rigor. It includes current research and best practices. The framework supports and meets students developmental, scholastic, social, emotional, cultural, physical and leadership needs. I focus on all these indicators because several of my internship plan activities correlated with them. I interviewed students, teachers (secondary and elementary), and fellow administrators to identify methods that motivate students along with current issues affecting teaching. Both subjects had similar characteristics. Hot topics for students included making school fun and access to technology. Hot topics for teachers included class size, lack of parent support, paperwork and classroom discipline. A hot topic for administrators was school finance. I interviewed our Director of Curriculum. We discussed district curriculum including the implementation process, successes, concerns and problems with implementation. The majority of the discussion focused on accessing curriculum needs, developing district scope and sequence, and the new state assessments. A major issue in our district is the rigor of the district wide curriculum is implemented at each grade level, k-12. We have large educational gaps in various subject areas at various grade levels. This is evident from data dissemination from previous years. Parts of our discussion included discussion about how our school district establishes a comprehensive district program for improving student learning using data and assessments. I also used the implementation of the WOW framework in discussing the change process and examining issues implementing the framework with our superintendent and other central office administrators. The key to change process and implementation was communication with all stakeholders. I followed current issues by viewing texasisd.com, professional organizations publication, news articles and networking with fellow colleagues. The current state of federal and state accountability makes it import to create an environment in which all students will learn.

Competency 7 Area:

The superintendent knows how to implement a staff evaluation and development system and select appropriate models for supervision and staff development to improve the performance of all staff members.

Course work, lectures, assignments, readings, internship activities and observations allowed me to develop skills in the area of Competency 7. One of the most helpful activities for this competency was the signature assignment of developing a comprehensive professional development plan. This project allowed me the opportunity to follow the steps and responsibilities of the superintendent in the process of developing a plan. I gained a lot of experience from the project and course in this area of professional development. I obtained a copy of our districts staff development plan. After reviewing the plan I had two meetings with our Director of Curriculum. We looked over and discussed district wide survey monkey results from August staff development surveys over the last two years. Mrs. Anderson explained to me how she uses the results in developing our districts professional development activities (along with district leadership team). The process our district followed was very similar to process used in signature assignment. In terms of staff evaluation, I analyzed the job description and evaluation used for our campus instructional specialist position. This project allowed me to focus on instructional leadership as well as the evaluation component. Another internship activity included obtaining feedback from staff members concerning a recent campus safety meeting. The survey included feedback on the presentation. While in the seminar course I had the opportunity to interview our Director of Human Resources. Our conversation included recruiting and retaining district employees. He emphasized the importance of not only recruiting good employees but also developing and allowing them to grow. . I have observed the Phil Schlechty framework I mentioned in above competencies play a vital role in the recruitment and retention component of this competency. Potential employees see our districts emphasis on increasing student engagement at all grade levels and want to be a part of that transformation. Mr. Bates and I also discussed the importance of documenting poor job performance when necessary. As a campus administrator for 11 years I feel very comfortable with the state’s PDAS appraisal system, including formative and summative assessments. I was recently asked to serve on the interview committee for the Director of Finance position in our district. This was the first time I have ever been involved in the hiring process of a central office position. I feel I gained a lot of beneficial information from being allowed this opportunity, several questions I feel could possibly be similar to other central office or superintendent interview questions. I have observed our superintendent actively participating in key indicators identified in competency 7. This has shown other district staff his commitment to staff development and his desire for all staff members to grow professionally in order to improve our school district and learning opportunities for students. 

DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 10

Competency 8 Area:

The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application.

Course work, lectures, assignments, readings, internship activities and observations allowed me to develop skills in the area of Competency 8. I learned a lot of valuable information during the school finance course. The course was one of the most difficult and time consuming of all the courses throughout the program; it allowed me the opportunity to learn a lot of information in the subject of school finance. Due to current financial constraints in public education and the complexity of school finance, I feel I still need some improvement in this area. During the finance course I was able to meet with our finance director. She helped explain to me school finance, including the Maintenance and Operations (M&O) side of the budget and Interest and Sinking (I&S). We discussed the budget process, components of FIRST rating system, audit process and other key financial issues. She also demonstrated to me how to use the funding template when forecasting revenue for budgeting purposes. As an internship plan activity I interviewed her as well. During this time we discussed roles and responsibility of the position. Through this interview I was able to gain knowledge in school accounting practices, procedures for purchasing, procedures for accounts receivable, record keeping and reporting requirements. In conversations with our superintendent I was able to gain more insight into the budget process with the board. He emphasized the importance of using a budget calendar, close communication with director of finance and communication (early communication) with the board, especially when budget cuts are expected. From talking with several superintendents I developed a list of various associations and organizations that provide support for Superintendents. This allowed to me build a professional library of resources. The organizations allow for access to legal advice, current issues, networking, on line resources /publications and professional development.  For another internship activity I interviewed a campus secretary, we discussed the district’s use of the TEXES record system; its capabilities, advantages and disadvantages. Other internship plan activities included talking with our Director of District Operations pertaining to attendance laws, rules and procedures along with reviewing and evaluating the Technology Standards for School Administrators. Our attendance discussion included discussion of Average Daily Attendance and the impact a tenth of a percentage and a whole percentage point difference has on our district in relation to dollar figures. This allowed me to better understand the importance of student attendance from an academic prospective but from also a financial viewpoint. In our district a 1/10 of an overall increase in district attendance almost generates enough money to pay for a teacher’s salary. The TSSA technology standards reminded me of the SBEC Superintendent Standards. They allowed me to better understand the Superintendents role, Central Administration Role and Principal role concerning technology in education. The standards identify six areas along with descriptions under each area. 

Competency 9 Area:

The superintendent knows how to apply principles of leadership and management to the district's physical plant and support systems to ensure a safe and effective learning environment.

Course work, lectures, assignments, readings, internship activities and observations allowed me to develop skills in the area of Competency 9. Internship activities relating to this course competency included evaluating work orders, campus safety audits, emergency operations plans, and interviewing food service director and transportation supervisor. Work orders are submitted in Eduphoria. Once submitted they are assigned to a maintenance worker. Work orders pertaining to safety issues are given priority, as well as emergency work orders such as water leaks or AC/Heat issues during extreme temperatures. Our maintenance department does a good job in completing work orders in a timely manner. As a former high school assistant principal and current campus principal I have taken part in a many school safety audits and emergency response training. The training, along with a recent district wide activity we recently did will all school administrators and central office allowed me the opportunity to understand emergency management from the district viewpoint, not just a campus one. The school facilities course helped me gain knowledge in analyzing current district facilities along with strategies and ideas to consider when planning for future facilities in regards to student safety as well as effective learning environment. This includes issue of lighting, noise levels, location, parking, location of common areas, etc. The process was beneficial to me in allowing me to have a better understanding of how campus safety audits relate to future planning, funding, renovating and possibly future construction in relation to the district’s vision and mission statements. I interviewed our Director of Food Services; although I have worked with him for several years I have never really sat down and visited with him. The interview not only allowed me to learn valuable food service information such as child nutrition requirements, food service concerns and issues impacting food service but it allowed me to develop a better working and personal relationship with him. We also discussed food service funding as it related to meal reimbursements, including free/reduced programs. He was able to explain to me that one of the biggest concerns is providing a meal that is appealing to students while following nutrient guidelines, all this while food cost continue to increase. The interview with our transportation supervisor helped me gain an insight to fuel cost, the number of routes our district runs, bus cost and driver training. We discussed the importance of having a strong preventative maintenance service program for all buses as well as a rotation system to rotate old buses out of the fleet. Transportation issues in our district include rising cost of fuel, cost of buses, driver attendance and student discipline while on the bus. In our district all students are allowed access to district transportation. Other course readings and policy reviews have allowed me to gain knowledge in key areas identified in Competency 9. 

Competency 10 Area:

The superintendent knows how to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts.

Course work, lectures, assignments, readings, internship activities and observations allowed me to develop skills in the area of Competency 10. I feel like many of the activities I have reflected on in previous competencies relate to this competency as well. I feel this competency ties everything together, superintendents must be effective problem solvers while understanding the legal requirements, board policies, and applicable laws. They must always keep in mind that providing a quality education for the students is the key goal of the district. They are charged with providing this service while following all laws, policies, and legal requirements. It is important for educational leaders to have systems and processes in place in order to make decisions concerning the operations of the district. Site based decision making is one of the valuable tools necessary to make certain types of decisions. As an internship activity I was able to serve on our district’s leadership team. Our major tasks included developing and adopting a district calendar for 2012-2013 school year, discussing staff development waiver, staff development offerings and STAAR assessments. During this process I observed decision making and problem solving skills necessary when in a leadership position. The conversations I had with our superintendent and other central office directors throughout the internship focused on being able to be a decision maker and problem solver. In school leadership changes will always be necessary. The activities that I have been involved in with regard to competency 10 have taught me that superintendents have to have processes in place that allow them to make objective decisions. The must be able to listen to all sides of an issue and offer solutions that are in the best interest of the students of the district. 

Week One Assignment, Part 2 – Job Entry Plan

In Week One, Part 2, we asked that you identify your career and leadership goals. One of the most important skills in preparing for a career move is developing a job entry plan(s). The job entry plan should describe what goals, objectives, activities, and resources needed for you to accomplish your first day duties.

Please write a job entry plan describing the following for your FIRST DAY, FIRST WEEK, FIRST MONTH, AND FIRST YEAR.

We are not asking for a comprehensive multi-page report. We are asking you to try to identify one or two goals that you hope to address your first day, first week, first month, and first year. Remember to include the following for each first:

Goal(s)

Objective(s)

Activities addressing goals and objectives

Resources needed to achieve goals and objectives

FIRST DAY

Goal(s)

Meet central office staff; including Assistant Superintendents, Directors, Supervisors, Secretaries and other central office staff.

Objective(s)

Begin to understand central office staff and the dynamics of the district.

Activities addressing goals and objectives

I will meet with the central office staff within the district. I will begin to establish a relationship by identifying my expectations as superintendent and learning about their role and background experiences. I will review the job descriptions for each position with the individuals during the meetings. I will also begin to lay the groundwork for possible changes based on in findings from research during the interview or lone finalist posting time frame.

Resources needed to achieve goals and objectives

Time, listening skills and job descriptions

FIRST WEEK

Goal(s)

Meet with campus administrators

Objective(s)

Begin to understand campus administrators and the dynamics of the campus.

Activities addressing goals and objectives

Meet with each campus administrator individually at their campus. Begin to establish a relationship. Learn about them, their experiences, their background, strengths and weaknesses of their campus, personal and professional goals, and any concerns. Establish myself and expectations.

Resources needed to achieve goals and objectives

Time, directions to campuses, Campus AEIS reports

FIRST MONTH

Goal(s)

Establish relationship with board

Meet key stakeholders in the community

Objective(s)

Begin to establish a relationship with board. Develop an understanding of communication and board procedures.

Begin to meet and introduce myself to key community stakeholders

Activities addressing goals and objectives

I will first meet individually with the board president then will meet individually with all board members. In the meetings I will get to know them better, their background and experience and viewpoints. I will also establish a preferred means of communication with all board members.

I will attend civic group meetings, chamber of commerce meetings or other community events.

Resources needed to achieve goals and objectives

Time

Schedule of community events

FIRST YEAR

Goal(s)

Evaluate the strengths and weaknesses of the district. Set goals to address district needs.

Get to know district staff

Establish relationships within the community

Objective(s)

Continue to evaluate district data.

Continue to establish relationships with stakeholders.

Activities addressing goals and objectives

Use data to access district strengths and needs, collaborate with district leadership team.

Attend campus staff meetings, speak to the staff and answer questions. Visit classrooms.

Attend community events including joining civic clubs or organizations.

Resources

Time

Data – academic and financial

Support of board, central office staff, campus principals, and district leadership team,