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 activities for Competency 1:
- Interpersonal skills will include sharing information with other, encourage considerations of varying perspectives, and encourage participation.
- Compare the job description and evaluation instruments used for a superintendent.
The ability to act with integrity, fairness, and in an ethical manner should be a natural for a superintendent. The identification of the superintendent roles strongly include the leader must conduct themselves in a professional manner at all times. In addition, the superintendent must have the ability to apply the laws, policies, and procedures for the benefit of the district.
While I attended board meetings this school year I observed how the superintendent was called upon by board members for clarification of the policies and procedures the district displays in the areas of budget, employment issues, and the timeline for receiving funding from various sources. The dialogue between the board members and the superintendent was always professional, even when there was conflict in the discussion.
During the weekly leadership meetings the superintendent always reminded and modeled what is best for the students. He would ask difficult questions to the leadership team, for example, he asked the principals that every teacher they recommended to him for the next school year was the best teacher for that classroom. He said many times that the district must conduct itself as a team and have the best team players. All of our actions must state that we are here for the students and that may not always be the easiest or most popular. The observations from the superintendent displaying his advocates for children were apparent.
The experiences I gained from exercising as an advocate for all students was supporting student inclusion for students in special education at the intermediate and elementary level. Also, I conducted professional developments on the new state assessments which included all students will test. Addressing the procedures, laws, and integrity involved with the state assessments was something that I had to express to all employees. This included food service, maintenance, and transportation.
The most significant realization I received is that the superintendent must be confident that the principals and other leader employees must also act with integrity, fairness, and in an ethical manner. The district is a reflection upon on the superintendent’s integrity. The superintendent may not be able to prevent all incidents from happening, but must always react with integrity, fairness, and in an ethical manner each and every time.
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 activities for Competency 2:
- Participate in the district leadership team meeting and observe the process of collaborative decision making.
- District wide project on STAAR information and “Teaching Toward the STAAR”.
This is my second year at the central office. I am a member of the leadership team who consists of the superintendent, assistant superintendent, and four campus principals. The standard meeting time is 9:00 AM in the board room, unless the superintendent changes the time or day. These weekly meetings have provided me the insight to observe the superintendent and members of the team as we work through all of the elements involved in the operation of a district. The topics vary according to the season of education we are at the moment. The beginning of school issues, budget, district professional development, employment issues, curriculum, facilities, new policies, current trends, after school programs, and revising of handbooks are only a few topics that have been discussed. The meetings are informal and input from all members is encouraged.
The experiences I have received from being on this leadership team are one of the most important aspects of my internship. I am able to be part of the decision making and the implementation of these decisions for the betterment of our students. I am able to observe the different issues from each of the campus and how this committee is our professional learning community. We are expected to be an active member and be leaders among the district.
One of the leadership meetings consisted of a concern of the new state assessments and the various degree of information the district employee’s knew of the assessments. The goal was to have everyone working knowledge of the state assessments and helpful strategies for each department across the districts. I developed an action plan in October to begin professional development after school for grade K-12 in each core subject and follow-up with non-core teachers. I completed this at the end of January. I gave a total of six different sessions according to the subject and/or audience. This resulted in purposefully planning for summer and August professional development since all teachers have a foundation to build on. My focus for providing professional development is training teachers how to plan for “Hard-to-Teach/Hard-to-Reach” concepts and supplementing CSCOPE curriculum in these areas.
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 activities for Competency 3:
- Conducted staff development sessions and survey a random sample of the participants about the presentations.
- Interviewed the superintendents involving public relations.
- Observed a meeting of the District-Site Based Improvement meeting.
- Reviewed and updated a list of social agencies that are available.
- Examine and evaluate the high school library that addresses the heritage and values of culturally diverse populations.
Families and the community members depend on the superintendent to communicate clearly with them to understand the educational success for all students. During the interviewed with the superintendent involving public relations he mentioned that we must remember the community and families care most about the well-being of their child and the safety of all children. What are we doing for their child is a key part of public relations? The media and other sources already have the schools at the disadvantage and therefore we must work harder in the area of public relations.
The school district displays a social services help brochure for Tyler County. The compressive list contains useful numbers of the available community resources. The assistance available for families in need include clothing, food, housing, income assistance, support groups, utilities assistance, and several other helpful contacts. This allowed me to be aware of all our county resources to benefit a family in need and encourage the counselors to see this brochure is available to the needed families of our students.
The District-Site Based Improvement meeting is facilitated by the superintendent. At the beginning of the meeting the superintendent made the community members and the parents feel welcomed by stating what their role is for the committee. This encouraged active participation from all the members. The importance for the district is for the parents and community members are the voice for the schools.
Communication and involvement within the community is an area I need to seek opportunities to become more confident because as a superintendent you are in the spot light for the district.
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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.
The activities for Competency 4:
- Attend board meetings.
- Compared the job description and evaluation instrument used for a superintendent position.
- Listened to educators on the history of the community and school district.
- Demonstrated that what I actually do what I tell other to do.
- Used interpersonal skills of sharing information with other, encourage considerations of varying perspectives, and encourage participation.
I attended several board meetings during the school year. The agenda is generated from the superintendent’s office. Many of the agenda items corresponded with the course work we were currently involved in. The approval of the district/campus improvement plan, auditors, and policy updates were just a few items. I noticed the board members will ask the superintendent for clarification or to explain why something is the best interest of the district. One item I found interested was the process of the Property Value Limitation for when two new businesses beginning construction in the area. The relationship is being built with these businesses and the projected increase in student population will be of interest to observe.
The community fine arts did a storytelling performance title “Miss Angus’s Front Porch”. The history of the schools and the community was shared by retired educators and other community members. The timeline of the stories seemed to be based on “before” the fire of the high school and “after” the fire from the early 1960’s. The same pride was continued throughout and how it does take a village to help children regardless of the year.
My current position requires me to use interpersonal skills as I work with all the campuses in the district. The perspectives from the teachers, counselors, and principals are constant. Sharing information and keeping everyone informed on what they need at the right time is a valuable skill a superintendent must have.
I admire the knowledge and skill my superintendent displays as he interacts with the board members and the leadership team. I have the skills to work well with members of a faculty, but need the experience of working directly with board members.
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.
The activities for Competency 5:
- Meet with district counselors regarding the changes and rational for student class schedules.
- Participated in the textbook selection process and the changes in EMAT for instructional materials.
- Interviewed the Assistant Superintendent of Curriculum and assess current needs, goals, and level of service provided by central office.
- Participated in the planning, supervising, and administering UIL academic completions for the middle school.
The allocation funding for instructional materials (formally textbooks) underwent a complete change this school year. I attended the web conference trainings provided by TEA and was part of a collaborative team to best manage getting the instructional materials needed for the classrooms. The realization of the funding having to last for two years had the leadership team evaluate all instructional materials that are actually being used. The superintendent on more than one occasion stated instructional materials and resources teachers need will to be available, but we must utilize our funds and not “waste” if materials are not being utilized.
I work continually with the Assistant Superintendent of Curriculum to assess the current needs, goals, and level of service provided by central office. We have assessed and improved in the areas of ESL, G/T, dyslexia, general education and inclusion within our districts. The assistant superintendent stated our role is to provide professional development and the resources for the campuses. Also, we must monitor and make adjustment to keep the district in compliance with all programs.
The domain of instructional leadership is my passion. I work with data, accountability, assessments, and curriculum daily. I still continue to professionally grow as our society continues to changes. A superintendent must have a clear understanding of how each of these components is interchangeable.
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.
The activities for Competency 6:
- Meet with principals and teachers to assist in the development of a benchmark exam and discuss the data after administering the exam.
- Review two articles on student motivation strategies and discuss with appropriate faculty.
- Review the discipline referrals for special education and compare this to the PBMS report. The finding was reviewed with the principals and special ed director.
- Compile a list of current issues that affect teaching and learning. Discussed this during leadership meetings.
The task of having appropriate benchmarks across the district has been a challenge with the new state assessment going into effect. The frustration has been felt at the district, campus, and teacher level. A simple process with the rigor needed is ongoing and I am spearheading of what “benchmark” should look at for next year. I gave all the principals a checklist for assessing teacher made test. I meet with all the teachers at the Intermediate campus and discussed the required rigor for a good STAAR assessment. I assisted with the teachers on a spring benchmark for all students, including a modified for special education. The data was analyzed for the instructional areas for the after school program and classroom instruction.
During the fall I reviewed the PBMS report for the special education students. The areas I focused on were the status and history of the state assessments. Also, discipline referrals were analyzed and the leadership team discussed strategies’ to reduce the number of incidents.
The superintendent directed the leadership team toward the grading polices of the district. I collected feedback from the teachers on their perspective of how the number of grades and test grades needed during a grading period. The findings were reported to the team leadership team. This topic is of interest and will be looked at closely during the summer months for implantation in the fall.
This competency is an area where I am part of the evaluation of the districts instructional programs and providing staff professional growth. Staff professional growth is encouraged by book studies, Project Share, conferences, workshops, department/grade level meetings and webinars. A superintendent must have people on his staff to assist in promoting the importance of school programs and learning for all.
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.
The activities for Competency 7:
· Collaborated with the leadership team in planning, implementing, and evaluating a district wide conference style professional development.
· Interviewed the Assistant Superintendent on planning, recruitment, selections, inductions, compensation, evaluation, and dismissal of personnel.
I interviewed with the assistant superintendent regarding our personnel policies and procedures. The job posting and applications are sent to her and she forwards to the appropriate campus or department. Most of the positions are conducted by a committee and a rubric is provided for the interviewing process. The campus principal has a checklist to complete for the person that is recommended. The superintendent interviews a prospective teacher before recommending to the board for approval. The district provides in-service for new hires and an induction process for new teachers. An evaluation system is in place for every staff member in the district and is performed annually. An exit interview is conducted for every employee who leaves the district. Every effort is being made to reduce hiring for the upcoming year. We started the new school year in 2011 with no new employees to the district.
One of the projects that were undertaken last August was a county wide conference that included five school districts. Teachers choose the sessions they attended. The sessions were provided by teachers, Region service center, and other various avenues between the five districts. An evaluation was done after the conference. The county wide conference style professional develop is in the final stages for August. The lessons learned has added another day to the conference and adding keynote speakers. I am part of this planning process. This type of professional development was spearheaded by the county superintendents to utilize all of the county resources during this time of financial crises. The funds are shared and the staff development our teachers receive is remarkable. The feeling of going to a conference at home is a plus for all.
During the financial crises I have received excellent training on the impact of hiring personnel to providing staff development. I have observed not only my superintendent, but also four others. I see our county becoming more as a larger community because all of the schools are banning together and sharing resources as a new way to do business. One of the things my superintendent has said often during the past two years is, “Business is not the same usual way anymore.”
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.
The activities for Competency 8:
- Inventory the current administrative technology in use.
- Discussed the procedures of attendance on law, finance, and general school operations.
- Compiled a working binder for campus principals to assist in their role as an instructional leader for their campus.
The administrative technology has become more streamlined in the last two years. This is our second year for the district to use TxEIS for most applications needed for a school. The software includes business, student, and PEIMS information. The board room is equipped with laptops at each board members station, projector and TV. Also, the board room is used for teleconferences and TETN sessions from TEA. DMAC is utilized for data disaggregation and planning to improve student performance. Alert Now is a communication utilized not only for emergencies, but also for general messages sent via telephone. Desktop computers, laptops, and IPAD’s are used daily throughout the district.
I provided each campus principal a working binder to assist in their role as an instructional leader on their campus. I included each subject assessed TEKS and other state assessment information. A district assessment calendar, student accommodations, and other information are consistent in the county. The binder was updated throughout the year and a section was added on assessing assessments. I received feedback from the principals the usefulness of this binder. I continue to add to the binder and during the summer I plan to visit each principal and update the binder. My final goal is to place this on the district website and let this continue to be a working tool for principals and department/grade level chairs throughout the district.
I reviewed the attendance law for students and the procedures at each of the campuses. The district has an automotive system that informs parents their child is marked absent. After the third absent the counselors or attendance clerk makes a call to a parent. When students are nearing the truancy mark the school officers makes a visit to the home.
The experiences with this competency are the importance of technology, following procedures, communication, and how each department is dependent on the other. I believe technology will always be an ongoing issue of staying current and demands change in the way us education children. Our superintendent brought to the leadership team that in 1999 was when this year’s students started kindergarten and look how different kindergarten is today. Are we preparing to reach their needs in the rapidly changing world?
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.
The activities for Competency 9:
- Meet with the director of maintenance to review job responsibilities and schedules of staff.
- Review the policies and bus handbook for student transportation.
- Interview the district food service director to discuss the current requirement, concerns, and issues of the program.
The director of maintenance has a various team talent to keep the grounds and our facilities working properly. His team includes electrician, plumbers, yard maintenance, general maintenance, and a delivery service for the district. The schedules require his team to be available at all activities outside of the school hours. Maintenance personnel are available or present at football games, concerts, graduations, and other functions during the school year. The director has a schedule of ongoing maintenance and administrators can request general maintenance in the “help desk” link within our district network.
The policies and the bus handbook are reviewed each year. The bus handbook is signed by the student and parent. Each bus driver reviews the safety rules of the bus and the consequences with all the students. Procedures are in place for parents to be available to receive their child at the designated stop for each student. In addition, to transportation the routings of the buses is reviewed and changed according to the need or to provide efficiently. Bus drivers must have a valid license and are subject to random drug testing.
I learned that each director must oversee the service they provide for the district and work within their budget. Personnel can change throughout the year and adjustments are constantly being made for them to carry out their responsibilities. These departments take pride in servicing our students and faculty each day.
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.
The activities for Competency 10:
- Actively involved in the change of implementing the current curriculum in regards to CSCOPE , state assessments, and state/federal accountability
- Interviewed the district nurse on the concerns and goals for the school health program.
- Investigated and meet with teachers on the grading policies at the different campuses. The findings were discussed in a leadership meeting.
I have been involved in the implementation of CSCOPE curriculum for our district. I work collaborative with teachers and principals to bring the quality instruction using the best practices to meet the needs of our students. The change has been a positive approach with the new standards of the state assessments. CSCOPE assist with having an aligned curriculum with the state standards is like having an additional team working for the district. Improvements are being made each year and our teachers are embracing what CSCOPE has to offer.
Another concern across the district has been the grading policies and grade reporting. This is a hot topic to facilitate within district committee made of representatives of all grade levels and core subject area. Many views are given on tests, assignments, homework, and other grading issues. The main problem is the inflating of the grade that is not representative of the taught curriculum. The leadership team is addressing this and implementing changes the next school year. I have learned that on strong issues you must value what a team member is expressing and allow the group to make a consensus on their own. If the consensus is not what is best for students of today, the facilitator must continue to ask the tough questions and remind the graduate of the student is our final goal.
The RN over our districts has a grave concern for our middle school and high school student’s risky behavior. She is continuously providing information to students, teachers, and parents to help our students during this time. Prescription drugs are the drug of choice and easily available to teens.
The nurse explained the different immunizations that are required and is currently working with kindergarten registration for next year. She works closely with the health clinic as she directs this area. The campus officer and the school nurse obtain the samples for the random drug testing of students and bus drivers. The results are given to the campus principal or the director of transportation.
Change must be in our schools and we must learn to adapt quickly to the changing environment. I believe having a plan for change and knowing what your goal is the best approach. Change is more easily acceptable to the community and district when the vision is embraced and practice within the district.
