Internship B - Part B

Description of SBEC Superintendent Leadership Experiences by Domains and Competencies

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.

            Acting with fairness and integrity for all students appears to be straightforward and easy to accomplish; however, culture of the community and individuals personal values affect how ethics and fairness is defined. Two areas upon which I focused were school finance and student culture (particularly on secondary campuses). I chose school finance because I felt it was an area in which I had knowledge gaps. I chose secondary student culture because I felt it was an area in which we needed to improve.

            I had some concerns regarding practices in activity fund raising and the use of those funds. One department of student organizations in particular has been using funds in a questionable manner. Part of the problem stemmed from inadequate accounting. I spoke to our assistant superintendent of finance on several occasions regarding my concerns. He allowed me to take the lead on this issue, as he served as my mentor. I met with the secretary for student activities and the coaches/sponsors for each organization for which there was concern regarding the raising and use of funds. Ultimately, we were able to put practices into place and I provided training for each of the coaches/sponsors for a better understanding of legal and ethical practices of activity funds.

            Student climate/culture is an area for which I have had great concern for some time. This year, one of our district goals was to address harassment and bullying more aggressively. One of the activities in which I participated was to develop a protocol that would standardize and provide more complete documentation when a student reported an incident of harassment or bullying. We developed a packet that includes statement forms for victims, witnesses, and the person accused of harassment/bullying. The packet also includes a form for the administrator and staff to provided documentation regarding the report/outcry and actions taken by administrator(s)/staff. This has already served the district well on several campuses.

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.

            In order to facilitate the development, articulation, implementation, and stewardship of a vision of learning that is supported by the district’s educational community, the superintendent must be knowledgeable and continuously apprised of the strengths and weaknesses within the district’s instructional practices. Therefore, our superintendent is routinely informed of data from benchmark testing, TAKS, and other standardized testing. I participated in disaggregating data specifically from TAKS. This data was then compiled into a report, shared with the superintendent, and ultimately reported by the district curriculum director to the board at a regular board meeting. This report is important in developing district instructional goals, as well as campus instructional goals. 

            At the campus level, I worked with the counselors at the high school on the master schedule. This school year proved to be even more challenging than past years with regard to the schedule due to cut backs in positions as a result of reduction in school funding. With fewer teachers, class sizes grew by a few students per class. Teachers are scheduled to teach seven out of eight classes, and they each average three preparations.

            In order to alleviate some of the teachers’ added workload, the administrators determined to find ways that they could lighten the teachers’ load. I participated in the brainstorming and subsequent planning for this. Strategies and activities included providing them with time to plan. For example, we provided substitutes for ninth grade teachers, so that they could spend a day planning scope and sequence in preparation for the new STAAR end of course (EOC) exam with teachers of the same subject. For teachers who sponsored or coached an extracurricular organization/team, we have assisted with more of logistics, such as paperwork. The teachers seem to understand that we are willing to share the load and this has gone a long way in maintaining a high morale, even as they are called upon to do more with less.

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.

            I participated in several DEIC committee meetings this year, and was present for sharing of the high school campus plan and TAKS data report. We have a very active and effective DEIC committee. All members take their roles very seriously, particularly the parent, community, and business representatives. I thoroughly enjoyed meeting with them. I was impressed with their sincerity and their genuine interest in doing what is best for students. I was surprised at how much trust they placed in the educators of our district. I know that this is a reflection on the quality of leadership our superintendent has provided for our district and the community at large.

            In order to understand the connection with the community as a whole, I have had the pleasure of observing our superintendent in several community events that centered on district activities. For example, an important activity in promoting a positive student culture in the secondary schools (one of our district goals) was to have the Rachel’s Challenge program at the high school. In order to afford the program, a local credit union partnered with our district. The school district promoted the program throughout the community. Presentations were given for the students during the school day; at night, parents, siblings, church groups, and civic organizations attended another presentation. This program has had a tremendously positive impact on the school climate and the community at large. To sustain these positive changes, we have developed a large and diverse committee of students, equitably representing all populations and grade levels at the high school, who are committed to following up on the precepts of Rachel’s Challenge. These students will be mentored by a group of our teachers who volunteered to facilitate their cause. We consider Rachel’s Challenge to be a long term commitment by the schools and community. I was very excited to be involved in coordinating this effort. I will continue to help facilitate its success. It was particularly satisfying to see a local business partner with us to make it possible.

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.

            I had the opportunity to participate in a district administrative team (A-Team) meeting. This is a meeting that all district level administrators and campus principals attend on the Thursday following a board meeting. So, the A-Team meets once a month. These meetings usually last about four hours because, in addition to debriefing on issues that were addressed at the board meeting, it is also a regular professional development session.

            At this particular A-Team meeting, several issues were debriefed. One major decision the board will make in the very near future (February’s board meeting) is whether or not to approve our recommendation to purchase the C-Scope curriculum. There was discussion at the board meeting regarding C-Scope, but the recommendation has not yet been formally put to the board for a vote. During the A-Team meeting, the administrators discussed and debated how C-Scope would initially be implemented. It clearly is most important that these details are fully fleshed out and justified before approval from the board is requested. If the board is to entrust the district with such a financial (and instructional time) investment, it is imperative that the district is able to show that it has been well thought-out, that it is best for the students, and that teachers are also vested in the change.

            Another issue that will go before the board soon is policy regarding how the EOC exam scores will affect high school students’ grades, credits, and GPA. This is a very complicated issue, one that has caused an ongoing debate since the mandate was made. It is important that all aspects and pitfalls have been explored and addressed before a resolution for policy is brought to the board. Through the process of preparing recommendations for C-Scope and grade policy for EOC exams I have developed a deeper understanding and appreciation for building trust with the board and the educational community by doing our due diligence.

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 instructional leaders of the district, the superintendent, curriculum directors, and principals have determined that C-Scope curriculum is a proven method of ensuring both vertical and horizontal alignment of curriculum. However, it is important that teachers are vested in the curriculum; otherwise many may be resistant to implementing it. Therefore, we developed committees for each campus to investigate C-Scope for themselves. Each committee was diverse in course content, years experience, teaching style, etc. A regional ESC representative met with the committees to present information about C-Scope. The teachers had ample opportunity to ask questions, voice concerns, etc. After the session, most of the teachers felt positive about the C-Scope curriculum. We continued to have teacher focus groups to discuss and flesh out the best way to implement the C-Scope curriculum. As a facilitator for these sessions, I was pleased to observe the teachers take ownership of the decision to implement the new curriculum.

            As stated above, the EOC is an issue that is very complex. The mandate that EOC scores will count 15% toward the final grade for the subject tested may have seemed straight forward to legislators at the time that they voted for it; however, it is anything but straightforward. For example, the EOC raw scores have no conversion to percentage grades, which are used for course grade averages, so each district is left to determine, through creation of policy, as to how they will convert EOC raw scores to a grade that can then be averaged into the final grade for the course. This is just one of many aspects of how the EOC exams affect high school grades, credits, and GPA. I have been participating in this discussion and decision for developing policy that will best serve our students.

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.

            It is imperative that data be disaggregated and interpreted to determine the needs of the district. I have participated in collecting and interpreting data, and then reporting recommendations based on my interpretation of the data. The type of data was not limited to test scores and failure rates. It also included discipline and attendance reports. These data are significant indicators of student learning as well as climate/culture. Data from test scores indicate gaps in mastery of instructional objectives, as well as groups that may have more difficulty in mastering those objectives. However, student discipline and attendance reports can give us insight to the possible cause of the problem. Failing grades and low state assessment scores are merely symptoms. If we address the cause, rather than the symptom, we can be proactive and preventative.

            My administrative colleagues and I used this data to take a more authentic look at the students who are at risk. We committed to checking on them, developing relationships with them, letting them know that there is someone who cares about them and who is holding them accountable. In order to sustain this effort, we also enlisted at least one of their teachers to do the same. This is an informal mentoring initiative. I would like to develop it into a formalized teacher/student mentor program. I believe that taking care of students’ emotional wellness is essential to them being receptive to learning academic content.

            Of course, it is important to respond to data that indicate gaps in knowledge and skills and to remediate those gaps. I have participated in coordinating teachers’ and students’ schedules to provide accelerated instruction, remediation, and response to intervention (RTI). At times this has required creative and “out of the box” thinking with regard to scheduling in secondary school campuses. For example, in some cases, we dissolved classes and distributed students into other class sections in order to give a teacher a class period for remediation.

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.

            I participated in determining instructional needs, the development of some of the activities for staff development, and the development of this year’s district calendar – including scheduling staff development days. After determining needs for specific campuses, the principals were responsible for developing appropriate staff development for the teachers on their campuses. I participated in scheduling and planning activities for the high school campus for staff development throughout the school year.

            In past years, our district has scheduled almost all of our staff development days in August, before students began school. This is something I have wanted to change because it is not conducive to providing adequate time throughout the school year for teachers to effectively evaluate and adjust their instructional planning. Several of my administrative colleagues and I made the argument to the A-Team and the DEIC to have only a few of the staff development days before school began, and then spread the other days strategically throughout the school year. The district administrators and the DEIC agreed to make that change in the calendar this year and is has been a great benefit to our teachers.

            I have also participated in developing a strategy and execution for more meaningful and authentic evaluation of teachers. In addition to the requisite 45 minute PDAS evaluations, the administrators on the high school campus have scheduled walk-throughs at least once a week. The principal and assistant principals have scheduled the walk-throughs at different times of the day and on different days of the week. The teachers do not know when these times are scheduled and appear to be random. The campus is divided evenly among the principal/assistant principals and they all conduct the walk-throughs at the same time. The campus administrators rotate the campus areas, so that all administrators see all teachers at least once a month. This has provided a high level of accountability for the teachers and more accurate documentation for teachers’ summative evaluation. The other campuses have begun to develop similar strategies.
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.

            I have had several conversations with my superintendent regarding how she juggles the many components of her job. She has emphasized that it is important to know what to delegate, to have the right persons in each position, to trust them to do their job well and ethically. She meets with them regularly and routinely. In addition, her leadership style makes her very accessible to all employees, parents, and members of the community. Consequently, the administrators and staff responsible for the many different departments (i.e. finances, personnel, technology, etc.) are very comfortable with requesting a meeting, or informal conversation, regarding needs, concerns, ideas for improvement, etc. This promotes an efficient and effective management of the district as a whole.

            I have had the experience of working on projects and issues with my superintendent firsthand and know that the above is an accurate description of her leadership. However, I met with several of the department directors and assistant superintendent individually to discuss how they perceive Dr. Hargrove’s leadership strategies how her management of the district affects their departments. Their responses were consistent with my assessment of her leadership. For example, the district technology director indicated that Dr. Hargrove is interested in being forward thinking, but technology is not her expertise. In order for the district’s instruction to be relevant to students and 21^st century skills, Dr. Hargrove has given the technology director opportunity to continuously seek appropriate professional development in order to remain current and knowledgeable in her field. Dr. Hargrove also provides sufficient time for the technology director to train teachers and staff during staff development days. As a result, our teachers are using technology in many ways for both instruction and as tools that make their efforts more time efficient.

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.

            This area of leadership is certainly a challenge for the leaders of our district. Several of our campuses’ facilities are in great need of repair or replacement. However, a bond would be required for the construction costs. In the meantime, the superintendent works closely with the director of maintenance in order to maintain a safe and effective learning environment for students. I spoke to the maintenance director to assess his perception of how the superintendent facilitates him in maintaining the facilities of the district. He responded in much the same way as directors mentioned above (Competency 8). He stated that Dr. Hargrove is accessible to him to discuss his concerns and to consider his ideas for solutions to problems as they arise. This occasionally requires an adjustment in budget allocations.

            At the high school, we have sometimes developed creative ideas that require a small redesign for to the structure of a classroom, office area, or student common area. Dr. Hargrove has been open to consider the project, and is usually able to accommodate the cost. For example, the high school campus is an open campus with many free standing buildings that house the many departments and offices of the campus, rather than a main building and a few ancillary buildings. When we had more staff, we were able to assign teachers and teacher aides duties during lunch times to ensure that students did not leave campus or “hang out” in inappropriate areas and without supervision. However, over the past few years, due to budget reduction, we have reduced our staff and we no longer have the personnel to assign to duty during our lunch times. Consequently, only administrators are on duty at those times. The design of the cafeteria area was such that it was impossible to supervise all areas and exits/entrances. Therefore, students were leaving campus and going to unsupervised areas of the campus. Of course this was a great concern for our students’ safety. To amend this problem, last summer I participated in the redesign of the cafeteria which reduced the entrances/exits in such a way that the administrators could prevent the students from leaving the cafeteria without permission. The project was completed before school began.

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.

            I am so fortunate to have my superintendent, Dr. Pauline Hargrove, as a mentor. She is the epitome of ethical and effective leadership. She is motivating and supportive to all employees under her leadership. One of the many ways that Dr. Hargrove facilitates positive change is by creating a theme each school year that embodies the district’s goals and is consistent with the district’s mission statement. She develops her concept for the theme over the course of the summer, and it is a closely guarded secret among only the few who are needed to execute it. The theme is launched at the beginning of the school year convocation. It always includes a catchy phrase, logo artwork, and a video to illustrate it. The theme logo and phrase is used on her email and other forms of communication throughout the year. This is a wonderful and effective method of continuously reminding staff of the focus of our goals and mission.

            I participated in developing a theme for my campus that undergirded the district’s theme. The district’s theme had to do with educator’s being heroes. I recommended a fun, almost no cost, incentive for our instructional teams, which includes the instructional aides. Once a month, in a faculty meeting, we recognize teachers and aides (one from each team) who have demonstrated that they have gone above and beyond their job description. In keeping with the theme, we made capes for the recipients. The capes are passed to new recipients each month. We began by administrators designating the recipients the first month of this year, but from then on the current recipient is responsible for choosing the next, and a short speech is made to acknowledge why the recipient was chose. The cape is silly, but the staff and students have had a great deal of fun with it, and the teachers have truly appreciated the recognition. They wear the capes proudly because their students see that their teacher is honored and valued by his/her colleagues. This has been wonderful for moral, which was an issue of concern because reduction in personnel has increased the workload of every faculty member. The positive change in moral was effected by giving faculty a tangible and public means of feeling valued.

Job Entry Plan

1^st Day:

Goal(s)

Become acquainted with staff and facilities.

Objective(s)

Make an impression on staff that I am accessible and will do what I can to make the leadership transition as smooth as possible.

Activities addressing goals and objectives

Meetings with campus administrators, district administrators, and central office support staff: The meetings should be relaxed and somewhat informal.

Resources needed to achieve goals and objectives

Time should be scheduled for the meetings, minimal cost for refreshments.

1^st Week:

Goal(s)

Become more familiar with the board members, facilities, and campus and district support staff.

Objective(s)

1) Begin building relationships with the board and with district staff.

2) Begin to make the district my “home.”

Activities addressing goals and objectives

Informally visit with staff at campuses and district offices. Tour the facilities with the maintenance director, safety coordinator and campus principals.

Resources needed to achieve goals and objectives

Time spent with staff, directors and campus administrators.

1^st Month:

Goal(s)

Become familiar with the budget, infrastructure, resources, student data, and culture and tradition of the district.

Objective(s)

1) Conduct needs assessments in these areas and begin to develop/amend the district improvement plan.

2) Become engaged in the district’s traditions.

Activities addressing goals and objectives

1) Meet with board members, appropriate staff, and members of the community to collaborate on district needs and plans to meet those needs.

2) Attend and participate in the district and community events, such as sports events, choir and band concerts, pep rallies, the community’s traditional events, Rotary Club meeting, etc.

Resources needed to achieve goals and objectives

1) Time to meet with the various groups of stakeholders.

2) Time spent at the various school and community groups/organizations events.

1^st Year:

Goal(s)

1) Lead the district with integrity to the district improvement plan.

2) Establish trust through building positive relationships with the board, community, and staff.

Objective(s)

1) Meet the needs of the district by making decisions based on what will maintain and/or improve the safety of our students, instructional needs, and a culture that is conducive to optimum learning.

2) Promote professionalism, equitable treatment, and sufficient support and resources for all those involved in educating the students of the district.

Activities addressing goals and objectives

1) Continue to collaborate with board members, appropriate staff, and members of the community through meetings with each group of stakeholders, both through formal and informal means.

2) Be visible and model professionalism at all times. Conduct professional development as a part of monthly administrative team meetings (i.e. book studies, discussions, etc.) as a means to provide continuous reflection on ethics, integrity, and the philosophy and vision of the district.

Resources needed to achieve goals and objectives

1) Time to meet with the various groups of stakeholders.

2) The resources (i.e. funds, personnel, time, and materials) deemed necessary for improvement according to the district improvement plan.

3) Time spent researching literature to use as sources for professional development.

4) Time planning for the professional development of administrators and their staff.