Comments / Reflections on Meeting with Site Superviser Regarding Intern Plan

     My superintendent was very gracious to spend an hour with me (after already spending close to 2 ½ hours with me during our interview session. I had emailed both my intern plan and my vita about a week before we met to discuss them. She went through my plan very thoughtfully, and was complimentary and encouraging regarding the activities I had chosen to do. She stated that they were all appropriate and valuable. She offered her assistance with anything I needed to carry out the activities. What I especially appreciated was her forthrightness and willingness to share her insights and thoughts on matters to which most are not privy. It was very generous of her to exhibit that level of trust with me.
     Dr. Hargrove was particularly interested in the activities that I will conduct  with curriculum and instruction, as well as the restructuring of our (high school) academic departments to encourage more cross-curricular teaming. We discussed that the expected outcome for these activities is to effectively transition into the STAAR/EOC assessment. In addition, the objective for these changes is to incorporate more progressive instructional techniques (such as project-based learning (PBL) that will focus on twenty-first century skills. She asked me to keep her abreast of my findings as I continue to collect data on the new implementations.

     One area of interest that I did not originally have on my intern plan is how the elementary students are identified for gifted/talented placement. In a conversation we had during our meeting, Dr. Hargrove mentioned concerns regarding the matrix our district currently uses for GT identification. As a result, I have added an evaluation of the matrix to my plan. I intend to do some scholarly research on the subject, as well as informally research what different assessments other elementary schools are using. I will report my findings to Dr. Hargrove. This may provide some benefit to the district, while I will certainly benefit from gaining insight to elementary assessment and curriculum. As a secondary educator, I look forward to this experience.

Donna Fong--Draft INTERNSHIP PLAN-Revised

Donna Fong – Draft INTERNSHIP PLAN
Revised 6/19/11

Activity # ____ You may  give the number corresponding to the 38 activities from the text to identify one of the activities.	TExES comp.#___ You must have activities that represent each of the 10 Superintendent competencies.	Summary of Activity - Describe the activity you plan on implementing or participating in during your internship – you may use any of the internship activities identified in the School Leader Internship, 2nd edition, pp. 19 – 68.	Resource Person	Projected Date to be Completed
1 a	2	Analyze school’s vision/ mission statement as it relates to school’s master schedule.	Fong	9/11
2 c	2	Serve on district’s Site-Based Decision Making Team and PBMAS Core Analysis Team	Fong	6/11
3 c	2	Review the ways assessment data are used by the board, superintendent, faculty, staff, and community relations department.	Hargrove, Brister, Finch, Combs	5/12
4 c	3	Assist in conducting a staff development session.	Fong, Estes	9/11
5 other	2	Consensus Building: Work with campus administrators to eliminate role of department head establish a new structure of teacher leaders.	Fong, Brown, Estes	12/11
6 a	2	Attend meeting of district administrators. Observe the superintendent’s behavior in outlining goals, seeking information, providing information, etc.	Hargrove	11/11
7 b	5	Review board policy and administrative regulations regarding curriculum development, implementation, management, and evaluation.	Fong, Brister	12/11
8 b	5	Participate in the process of student class scheduling at elementary and secondary levels.	Estes, Fong, Knight, Casey, Dickerson	1/12
9 b	5	Conduct at least two teacher appraisals using the clinical supervision model.	Fong	1/12
10 other	6	Conduct meetings with high school teachers to discuss strategies to motivate students for TAKS/STAAR/EOC success.	Fong	10/11
11 a	6	Review board policy on technology. Review the degree of compliance and legal aspects.	Allen	10/11
12 c	6	Analyze district test results. Assess current strengths and weaknesses in student achievement.	Fong, Brister	9/11
13 b	5	Plan and supervise a co-curricular activity.	Fong	2/12
14 b	7	Analyze the district staff development plan with respect to school’s vision/mission statement.	Brister, Finch	9/11
15 b	10	Meet with a district leader involved in implementing district change.	Estes	2/12
16 c	6	Review discipline referrals and analyze regarding grade level, special programs, race, and gender.	Fong, Lisbony, Ridout	9/11
17 c	10	Interview the high school nurse to discuss the major requirements, concerns, and goals for the school health program.	Fong	10/11
18 e	8	Review policy and budget for administrative technology.	Allen	10/11
19 b	8	Meet with school attendance officer to discuss procedures, policies, law, finance, and general operations.	Lisbony, Corbell	9/11
20 b	9	Attend meeting with district maintenance director to discuss facility issues and solutions.	Matthews	10/11
21 a	9	Interview the director of transportation to discuss current issues and needs for transportation.	Fong	11/11
22 a	9	Interview the district/school food service manager to discuss the current requirements, concerns, and issues of the program.	Fong	11/11
23 d	7	Meet with persons responsible to personnel to discuss the role personnel takes in planning for professional development. (e.g., experience of present staff, current evaluations, future needs).	Finch, Fong	11/11
24 c	8	Participate in the budget planning process for a campus and department.	Estes Fong	7/11
25 a	3	Interview district public relations coordinator regarding strategies for effective communication.	Combs	7/11
26 other	3	Serve as high school liaison to the Project Safe Graduation parent organization.	Fong	5/12
27 d	3	Meet confidentially with students of differing racial groups to assess their concerns and recommendations for a positive culturally diverse climate in the high school.	Fong	10/11
28 d	3	Gather information on the resources available to the schools from community and business.	Fong, Combs, Hargrove	12/11
29 a	1,4	Analyze the superintendent’s job description and evaluation instrument for correlation between the description and the instrument.	Hargrove	11/11
30 e	1,4	In a planned project, cite any relevant historical background and list educational philosophies that support the project goal.	Fong, Weeks, Ellerbee, Collier	2/12
31 c	1,4	Meet with a representative group of students to solicit their beliefs about and experiences with ethical practices at the high school and in the classroom.	Fong	10/11
32 a	1, 4	Develop the following interpersonal skills: avoids interrupting when others are speaking, acknowledges accomplishments of others, and avoids being defensive when challenged.	Fong	2/12
33 c	1, 4	Review the board training requirements and the role of the superintendent in this process.	Fong	10/11
34 e	5	Evaluate and understand identification for the Gifted and Talented program, as well as the Response to Intervention process at the elementary level. Consider all screening, interventions, progress monitoring, and progressions through tiers.	Finch Knight Casey Dickerson	2/12
35 a	10	Choose a current issue in the district and interview persons on each side of the issue.	Hargrove	10/11
36 a	6	Compile a list of current issues that affect teaching and learning. Assess the degree of importance and urgency for each issue.	Fong	8/11
37 other	8	Work with the Southwest Educational Research Association (SERA) as the doctoral student representative for Lamar University	Fong	2/12
38 a	8	Compile a list of books, publications, etc. used or recommended for the position of superintendent.	Hargrove	2/12

Highlighted sections indicate revisions.