Superintendent Internship Plan

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	2	Analyze school’s vision/ mission statement as it relates to school’s master schedule.	Fong	9/11
2	2	Serve on district’s Site Based Decision Making Team and PBMAS Core Analysis Team	Fong	6/11
3	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	3	Assist in conducting a staff development session.	Fong, Estes	9/11
5	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	2	Attend meeting of district administrators. Observe the superintendent’s behavior in outlining goals, seeking information, providing information, etc.	Hargrove	11/11
7	5	Analyze alignment of curriculum from middle school to high school.	Fong, Brister	12/11
8	5	Participate in the process of student class scheduling at elementary and secondary levels.	Estes, Fong, Knight, Casey, Dickerson	1/12
9	5	Conduct at least two teacher appraisals using the clinical supervision model.	Fong	1/12
10	6	Conduct meetings with high school teachers to discuss strategies to motivate students for TAKS/STAAR/EOC success.	Fong	10/11
11	6	Review board policy on technology. Review the degree of compliance and legal aspects.	Allen	10/11
12	6	Analyze district test results. Assess current strengths and weaknesses in student achievement.	Fong, Brister	9/11
13	5	Plan and supervise a co-curricular activity.	Fong	2/12
14	7	Analyze the district staff development plan with respect to school’s vision/ mission statement.	Brister, Finch	9/11
15	10	Meet with a district leader involved in implementing district change.	Hargrove	2/12
16	6	Review discipline referrals and analyze regarding grade level, special programs, race, and gender.	Fong, Lisbony, Ridout	9/11
17	10	Interview the high school nurse to discuss the major requirements, concerns, and goals for the school health program.	Fong	10/11
18	8	Review policy and budget for administrative technology.	Allen	10/11
19	8	Meet with school attendance officer to discuss procedures, policies, law, finance, and general operations.	Lisbony, Corbell	9/11
20	9	Attend meeting with district maintenance director to discuss facility issues and solutions.	Matthews	10/11
21	9	Interview the director of transportation to discuss current issues and needs for transportation.	Fong	11/11
22	9	Interview the district/school food service manager to discuss the current requirements, concerns, and issues of the program.	Fong	11/11
23	7	Review elementary placement and promotion policy and procedures.	Finch, Fong	11/11
24	8	Participate in the budget planning process for a campus and department.	Estes Fong	7/11
25	3	Interview district public relations coordinator regarding strategies for effective communication.	Combs	7/11
26	3	Serve as high school liaison to the Project Safe Graduation parent organization.	Fong	5/12
27	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	3	Gather information on the resources available to the schools from community and business.	Fong, Combs, Hargrove	12/11
29	1,4	Analyze the superintendent’s job description and evaluation instrument for correlation between the description and the instrument.	Hargrove	11/11
30	1,4	Interview a retired educator, focusing on oral history of the community and the school system.	Dean	2/12
31	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	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	1.4	Review the board training requirements and the role of the superintendent in this process.	Fong	10/11
34	5	Evaluate and understand 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	10	Choose a current issue in the district and interview persons on each side of the issue.	Hargrove	10/11
36	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	8	Work with the Southwest Educational Research Association (SERA) as the doctoral student representative for Lamar University	Fong	2/12
38	8	Compile a list of books, publications, etc. used or recommended for the position of superintendent.	Hargrove	2/12

Transfer Theory

The concept of transfer theory is that knowledge gained from one activity will “transfer” to another similar activity. For example, in phonics based reading instruction a student is taught patterns of vowel and consonant sounds. Students learn that, though some of the letters change from one word to another, if the pattern is the same, the same type of sound is applied to the vowel (i.e. vowel/consonant/e = long vowel sound and silent e).

     We frequently transfer knowledge from one situation to another without being aware of it. Dr. Arterbury provided a good example in the video interview with the illustration of a child learning to tie his shoes. If a child can tie the shoe laces for one pair of shoes, he can also tie the shoe laces of another pair, even though the shoes and the shoe laces differ in color and material. This transfer happens seemingly without effort because the activities are so closely related.

    However, educators are charged with facilitating transference of knowledge and skills when the similarities are less than the illustration above. Simply stated, this is done by building a foundation of basic knowledge and skills, and then providing sufficient scaffolding of information that allows students to transfer what they already know to new situations and problem-solving activities. Theoretically, this approach promotes life-long learning.

     Transfer theory also applies to administrators as they move from one level of leadership to another. Without enough prior experience as a leader, an administrator typically will not be successful in a new position. Therefore, it is incumbent upon leaders to develop knowledge and understanding that is beyond the scope of his/her specific role in the organization.

Reflection-Superintedent Interview

Responses to Five Selected Questions

6.      How do you work to develop a shared vision?

         Dr. Hargrove: Be what you want. Model hard work, excellence, care, love, work ethic. Facilitate others in reaching their potential. Give everybody recognition of the importance of their job. Be purpose driven with clear expectations, and continuously articulate those expectations in a fun, meaningful way. Be accessible, approachable, non-threatening. Look for total alignment with expectations, including treatment of all people, policy, procedures.

8.      How does the Superintendent build a good working relationship with the Board?

         Dr. Hargrove: Recognize how important that relationship is. Show respect and appreciation for the Board and the individual members. Get to know each member and their family. Know their interests and pet peeves. Know whether there are any hidden agendas. Whatever is done for one board member must be done for all – no one should ever appear to be favored over another. Keep them informed, and be available to them 24/7. Make sure that any recommendations brought to them are vetted and are clearly in line with what they can support. Always cast them in a positive light – never use them to place blame. Provide for them training and other appropriate resources.

9.      How does the Superintendent accomplish such wide ranging strategic planning?

         Dr. Hargrove: Set clear goals and expectations, and develop a clear action plan. The plan is presented to the Board for approval. Once the district plan is approved, campus plans are developed to align with the district plan. The plan is reviewed and compared to benchmarks throughout the year and revised as needed. Data is continuously disaggregated and analyzed. Student improvement is the primary focus. Attend conferences that deal with curriculum and instruction. Have open ongoing communication, such as regularly scheduled meetings and informal conversations with C and I directors, principals, etc., who in turn communicate with faculty.

11.    How do Superintendents address these issues aimed at improving the performance of all staff members?

         Dr. Hargrove: Try to hire the best and place them in the best fit. It is the leader’s responsibility to help individuals by providing adequate time, resources, mentorship, and feedback. Be honest – state the brutal facts with a loving spirit. Promote self-assessment and reflection. Be willing to re-assign or let staff go when it is the best action to take.

12.    How should Superintendents approach the management of everything from budgets to technology applications?

         Dr. Hargrove: Place the right people in the right positions. Be diligent in pursuing the right resources for those people. Facilitate them by asking the right questions. Use the “team approach” to help them to think broadly and deeply. The superintendent’s role is to lead without micromanaging. Utilize good time management practices.

Reflection

            The interview with my superintendent, Dr. Pauline Hargrove, brought to light a several recurring themes. The most prevalent was the importance of communication. For practically every answer to the interview questions, communication and affirmation were overarching components.

            In regard to directives, goals, expectations, etc., Dr. Hargrove emphasized that communication must be clear and precise. Expectations must also be articulated frequently in a positive manner: it should become part of the school community’s vernacular. For example, Dr. Hargrove includes the words “equity and excellence for all” in most of her communications with staff. She also launches a theme at the beginning of the school year convocation. The theme is reinforced throughout the year by creating a slogan with a graphic design that is displayed on school shirts, on all communications (letterhead on stationary, email, etc.), and is also frequently, stated in conversations and presentations. This year the theme was “Purpose Driven.”

             Dr. Hargrove repeatedly expressed the importance of being accessible and approachable. She understands that a good communicator is a good listener. By graciously listening to staff, parents, community leaders, board members, etc., school leaders are given the opportunity to build relationships and trust. By developing a strong rapport, a superintendent acquires capital among the school community and the community at large.

            According to Dr. Hargrove, a leader is by definition a person who is able to influence others to do something that they would not otherwise do without the leader. The role of the superintendent is to lead the entire district. It is unrealistic for the superintendent to be directly involved in all decision-making; therefore, a superintendent must be able to place the right people in the subsequent lower leadership positions, such as district directors, principals and campus administrators, teacher-leaders, etc.

            A superintendent must also model the behavior and culture he/she desires from the staff. Dr. Hargrove stated, “Be what you want.” She emphasized that the superintendent must first have a clear understanding of his/her value system, and then have the integrity not to compromise his/her values. Dr. Hargrove’s believes the superintendent should take every opportunity to show respect and appreciation for all persons. This includes everyone from custodians to board members. She schedules time to visit every campus at least once a week, and make a point to visit with staff (such as cafeteria workers) that she would otherwise not have an opportunity.

            I am continuously amazed at the energy that Dr. Hargrove expends on building relationships within literally all stakeholders. She is always gracious and positive, while maintaining clear goals and high standards throughout the district. She is certainly an ideal mentor and role model.