SISE Conference Summary

I visited with the Superintendent on April 27, 2012 in his office to discuss the progress on my internship plan, as well as, discussed the performance on the TExES Superintendent Exam (195).

In Competency 1, I was evaluated as proficient and the Superintendent recommended continuing to grow steadily in this area. The TExES reflected this response as well, as it was the area that most growth is needed in order to become better.

In Competency 2, I was evaluated as proficient and the Superintendent verbally commented on focusing and improving in this area. On the TExES is missed one of the eight questions for this competency.

In Competency 3, I was evaluated as exemplary with the Superintendent writing that I am “an exceptional individual with morals and integrity.” On the TExES exam, 100% was the score I received on this competency.

In Competency 4, I was evaluated as exemplary with the Superintendent writing that “most definitely” in facilitating design and implementation of curricula and strategic plans that enhance teaching and learning. On the TExES exam, 100% was the score I received on this competency.

In Competency 5, I was evaluated as exemplary with the Superintendent verbally mentioning I do a great job in this area. On the TExES exam, 100% was the score I received on this competency.

In Competency 6, I was evaluated as exemplary with the Superintendent verbally mentioning I do a great job in this area. On the TExES exam, nine of the ten questions were answered correctly.

In Competency 7, I was evaluated as exemplary with the Superintendent verbally mentioning I do a great job in this area. On the TExES exam, 100% was the score I received on this competency.

In Competency 8, I was evaluated as exemplary with the Superintendent verbally mentioning I do a great job in this area. On the TExES exam, 100% was the score I received on this competency.

In Competency 9, I was evaluated as proficient, and the Superintendent recommends “continued improvement” is this competency. On the TExES exam, six out of seven questions were answered correctly. In addition, the new position that I will be offered will be Assistant Superintendent for Finance and Operations, continued professional development will be a major focus in this competency.

In Competency 10, there was no evaluation available on the document; however, in relationship to the Lamar Competency, I was evaluated as exemplary. On the TExES exam, 100% was the score I received on this competency.

During the meeting, the Superintendent expressed his recommendation that I focus my next few years on Finance and Operations, since this is an area of the district that needs an overhaul. I will be attending the TASBO summer conference in June to receive some additional training, as well as, completing some online courses that TASBO sponsors.

Three Year Professional Development Plan

Year One

The first year of my professional development plan will focus on my new position as Assistant Superintendent for Finance and Operations.

Goal	TExES	Objective	Coursework Book Study	Mentor	Completion Date	Evaluation
Develop a firm knowledge of Governmental Account Procedures.	Domain III Competency 8	By the end of year one, a firm understanding and procedures for : The accounting cycle, Budgetary accounting, Governmental fund accounting, Encumbrance system, Budget variances, and Fund types.	TASBO Course: Basic Governmental Accounting Part I and II ACT105A_09 ACT105B_09	Texas Association of School Business Officials Lumberton ISD Business Department	August, 2012	Accurate accounting methods will be developed and with successful results from a professional audit.
Goal	TExES	Objective	Coursework Book Study	Mentor	Completion Date	Evaluation
Building strong partnerships with local businesses.	Domain I Competency 3	By the end of year one, partnerships will be developed with local business in support of public education. By the end of the year, solidify a professional relationship between a local fundraising organization and the school board.	Book Study – Building Home, School, Community Partnerships: The Planning Phase Book Study – Building School-Community Partnerships: Collaboration for Student Success	John Valastro, Superintendent of Schools LISD Liaison Committee	February, 2013	Through the creation of a community partnership establishing shared funding in relation to our community center that is operated by the school district.
Goal	TExES	Objective	Coursework Book Study	Mentor	Completion Date	Evaluation
Create a strong understanding of the role of Maintenance and Operations in the education process.	Domain III Competency 9	By the end of year one, knowledge of the role of Maintenance and Operations in the education process will be reflected in my new role as Asst. Superintendent.	TASBO Course: Introduction to Plant Maintenance and Operations MAO121_21	Texas Association of School Business Officials	December, 2012	Successful completion of the course. New procedures implemented in the district.

Year Two

The second year of my professional development plan will focus on my Finance and Operations, including attending the TASA and TASBO Conferences.

Goal	TExES	Objective	Coursework Book Study	Mentor	Completion Date	Evaluation
Develop a working knowledge of the district’s transportation program, and the requirements of state reports.	Domain III Competency 9	By the end of the year two, appropriate transportation route service reports, transportation operation reports,  and departmental budgets will be understood and reports will be accurate.	TASBO Course: Preparation of State Reports and Departmental Budgeting TRN 306_11	Texas Association of School Business Officials	December, 2013	Efficient development of reports concerning the trans-portation department. Knowledge to use to interview a new supervisor.
Goal	TExES	Objective	Coursework Book Study	Mentor	Completion Date	Evaluation
Maximize financial support from the state by focusing on PEIMS data entries.	Domain III Competency 8	By the end of year two, a firm understanding of PEIMS data entry will be learned in order to train district employees the importance of correct data entry.	TASBO Course: Focus on Finance PEI204_04	Texas Association of School Business Officials	December, 2013	PEIMS records will be accurate and financial revenue will increase due to WADA.

Year Three

The third year of my professional development plan will focus on continued knowledge in the finance and operations management of the school district; however, continued improvement in curriculum management will be included to stay aware of curriculum goals and directions from TEA and Legislative standpoints.

Goal	TExES	Objective	Coursework Book Study	Mentor	Completion Date	Evaluation
Reaffirm the knowledge of curriculum implementation and changes proposed by the TEA and the legislature.	Domain II Competency 5	In order to not focus only on the business aspects of education, the objective of learning curriculum will refocus my understanding of curriculum changes and testing requirements from TEA and the legislature.	TASA: Focus of Study Curriculum Updates offered at the TASA conference.	TASA and working with the Superintendent for Curriculum Development	February, 2015	Opportunity to work alongside the Asst. Superintendent for Curriculum Development. In addition a firm knowledge of curriculum will be enhanced.
Goal	TExES	Objective	Coursework Book Study	Mentor	Completion Date	Evaluation
Dealing with more leadership than supervision. Empowering others to perform tasks assigned to them.	Domain III Competency 10	To be effective portraying leadership qualities and skills; recognizing personality types and generational differences; counseling and motivating employees and succession planning.	TASBO Course: Approaches to Leadership and Management MGT 303_37	Texas Association of School Business Officials	May, 2015	Due to several employees that are planning on retiring in the business side of Central Office, employing and positioning employees in proper areas will be effective.

Reflections on Reflective Leadership

Reflective Leadership

            “Success seems to be connected with action. Successful people keep moving. They make mistakes, but they don’t quit.” This quote, taken from Conrad Hilton of the Hilton Hotels, emphasizes the opportunities to be successful, and ways to become a strong leader. Leaders are not just natural people; they must work in order to make themselves successful. In order to do this, the leader must be proactive in the realm of reflection. According to the textbook, School Leader Internship, “the ability to think more deeply about a problem, and the ability to take action or make adjustments accordingly” are skills necessary to become successful. These skills are known as reflective leadership.

            Successful leaders must reflect upon the decisions that are made to propel their ideas or actions, and there is no difference between a CEO of a major corporation and a Superintendent of Schools having to propel their ideas. It is important for the Superintendent to be able to have the ability to reflect on what has been done in this arena, and know or manipulate ways in order to master the technique.

            Why is it important to learn reflection as an important skill in leadership? It is important to what the Superintendent knows about him or herself, and knows what the Superintendent does not know about him or herself. It is also important for the Superintendent to know what others know and does not know about him or her. These four questions give the person the knowledge of self-awareness, gaining careful observation, and the ability to have flexibility in a response.

Reflective Examples from Course Assignments:

            Reflecting on the assignments from the course provided opportunities to ensure that knowledge was gained in order to face the challenges of a Superintendent. Normally, when a Superintendent begins their career in a school district, they are expected to begin by having some knowledge of the operations of the school district. The opportunities to reflect on how things were handled, and the extent to which change is needed in order to not head down the same pathway are important skills that were learned through completing the assignments. The assignments we had were geared towards high levels of procedural steps in order to make a final decision. Being novice, these decisions may have been the common way to solve the problem, or we had the flexibility to enhance the opportunity and create a new method of solving the problem. For example, having the chance to reflect on funding abilities in school finance, allowed me the opportunity to expand my knowledge in the abilities of budget forecasting and utilizing templates to forecast the expected revenue in our school district. The reflection allowed me to understand the methods and definitions more thoroughly in order to make purposeful decisions regarding budgets.

            With school facilities, the opportunity to reflect on building needs and issues helped explain the reasons our school district is investing money to renovate and build structures on the district campuses. Standing outside of the box and visualizing this building program from a teacher’s perspective allowed me to gain insight on their thoughts, and the school board’s thoughts regarding the construction. In the teacher’s mindset, the district cut jobs to save money, and now money is being spent on construction at the expense of the student’s education as opposed to the audit that was conducted to align the student to staff ratio to average levels and upgrade the existing facilities from health concerns and out of date laboratories.

            Both of the above examples tie together in the aspects of school and community relationships. Reflecting on various aspects of the position of Superintendent, he or she must be aware of the whole picture, and be able to explain to the employees and community the main reasons for the projects and how they are to be funded. Reflecting back on the ways the Superintendent handled the prior situations, allowed me to see that I would have handled the situation in a different way. As it was mentioned in my assignments, I would have made my ideas known to the community in order to get some feedback before making the final decision. It appeared that our school district made the decision and started action on the items, and then went to the community to explain the situations. Negative situations were already being created in the community, and therefore it was harder to deliver the message. Overall, the final outcome ended up with the same, but reflecting on the method that was taken may assist in the future on the decisions that must be made.

Reflective Examples from Course and Campus Supervised Logs:

            The opportunities that were available with the campus supervised logs allowed several instances for self-reflection. For example, the Superintendent is in his first year as the CEO of the school district. Looking back at his first year, watching his actions with the school board, I was able to witness the growth he experienced in his manipulation of the board. Learning by his experience has granted me some knowledge that will prove valuable whenever I experience my first opportunity as a Superintendent. In addition, working side by side with the Superintendent allowed me the experience to learn his thought process and his plan for moving the district forward.

            Focusing on the financial aspect of our school district, reflection has offered me the opportunity to become involved in the financial decision making for the district. Soon I will be named Assistant Superintendent for Finance and Operations and knowing the pitfalls the district had in the past, and the knowledge of the direction the district needs to be heading; with the business side for the school will grant me the knowledge to reorganize this department.

Summary:

            Reflection is an important aspect for leadership growth and direction. It is important to reflect on the knowledge that you personally bring to the position, and what others have done to generate positive and negative outcomes prior to taking the position. In the position as Superintendent, the position will always be marked with some form of assessment. Formal evaluations that were focused upon in the coursework hosted an opportunity to reflect on a decision that had been made, or one that will need to be made. Looking back at the assessments, as a class we did not know which questions we missed or correctly answered. Having this knowledge would have allowed greater experience in reflecting why we were wrong or correct. However, as Superintendent, there is only one instance to do something correctly, however, if reflection has occurred, whether it is wrong or not, there has been some background experience reflecting knowledge and this knowledge will guide you into making the right decisions.

Comprehensive Final Report - Action Research - EDLD 5399

Evaluation of curriculum has been a weakness with the district for several years. Even though an aligned curriculum was created, the evaluation was nonexistent. Support for the curriculum, however, came with increased scores on assessments, but also gaps were created in the education of students. This data was proved through the curriculum survey that was created as part of the internship experience. Even though a solid evaluation system was not in place, the district had purchased the CSCOPE curriculum; however, still an evaluation system has not been created. It would be my recommendation for the school district to have curriculum specialist in place to have an ongoing review for the implementation of the curriculum. It is recommended to have a curriculum specialist for all four core subjects. The survey that was created showed that all campuses are not implementing the curriculum as required. A summary of data was formulated, and the data will be submitted to all campus principals. The data will assist the campus leaders formulate a needs assessment in order to drive the development of their individual campus improvement plans.

The school district, as with many others, is not considered a wealthy school district. One thing the school district has going for it is the continuous slow growth of students. The school district has failed to recognize the growing needs in facility improvements and maintenance, and therefore the school district is currently faced with improving these facilities. In several faculty members’ viewpoints, there is concern that the school district had removed several employees for budgetary concerns, and now facilities are being built. The school district has several science labs that are not to standards, and an athletic facility in poor condition creating a health hazard. Due to the 4x4 standards, and four years of science is required; many of the districts older science labs did not have ventilation systems and poor plumbing. The field house facilities are considered a health issue due to the increasing numbers of staph infections. There are holes in the walls and ventilation is not adequate. It is recommended to secure funds to remodel the existing science labs to a working condition. This will allow students more space for learning, and not having to switch around classrooms to participate in laboratory experiences. The field house needs to be renovated or replaced and incorporate building materials that are easily cleaned and sanitized. Involvement with the strategic planning committee has allowed the witnessing of the needs of the district. New science labs will inspire students to learn, as well as increase the morale of teachers utilizing an improved facility. Evaluation will be formulated in improved student learning, as well as increased teacher morale. Evaluation of the field house facilities will be gauged through the health records for decreased staph infections. An evaluation of the upkeep and sanitary conditions will be included.

The Superintendent is the only certified person at Central Office for a 4A school district. District does not have an Assistant Superintendent or Business Manager. The school district should evaluate the budget, and align with the TASB personnel audit that was conducted. Due to cutbacks in funding, the school district lost several employees due to layoffs, but key positions have not been replaced. It is recommended that an Assistant Superintendent for Curriculum and Assistant Superintendent for Finance and Operations be hired to allow the Superintendent to focus on the CEO duties for the school district. The need for improved efficiency will be evaluated whenever the needed positions are filled. Specific personnel will be able to manage particular aspects of the school, and keep the Superintendent informed of needs and strategies.

CARE Model Analysis - EDLD 5399

Concerns – Review your participation in improvement initiatives or efforts to engage in action research, and list at least three concerns that you have identified from these experiences – a concern may be any matter that engages your attention or interest.

1.      Evaluation of curriculum has been weak with the district.

2.      Facility improvements.

3.      Lack of administrative support at Central Office.

Affirmations - Review your participation in improvement initiatives or efforts to engage in action research, and affirm or identify at least 3 actions that must be sustained and supported to achieve the District/Campus improvement initiatives.

1.      Even though an aligned curriculum was created, the follow-up and evaluation was weak. This data was proved through the curriculum survey that was created as part of the internship experience.

2.      Science labs that are not to standards. Athletic facility in poor condition creating a health hazard. Due to the 4x4 standards, and four years of science is required; many of the districts older science labs did not have ventilation systems and poor plumbing. The field house facilities are considered a health issue due to the increasing numbers of staph infections. There are holes in the walls and ventilation is not adequate.

3.      The Superintendent is the only certified person at Central Office for a 4A school district. District does not have an Assistant Superintendent or Business Manager.

Recommendations - Review your participation in improvement initiatives or efforts to engage in action research and describe at least 3 recommendations you would make regarding the District/Campus Improvement plans or action research plans.

1.      The district has purchased the CSCOPE curriculum; however, an evaluation system has not been created. It would be my recommendation for the school district to have curriculum specialist in place to have an ongoing review for the implementation of the curriculum. It is recommended to have a curriculum specialist for all four core subjects.

2.      It is recommended to secure funds to remodel the existing science labs to a working condition. This will allow students more space for learning, and not having to switch around classrooms to participate in laboratory experiences. The field house needs to be renovated or replaced to contain materials that are easily cleaned and sanitized.

3.      The school district should evaluate the budget, and align with the TASB personnel audit that was conducted. Due to cutbacks in funding, the school district lost several employees due to layoffs, but key positions have not been filled. It is recommended that an Assistant Superintendent for Curriculum and Assistant Superintendent for Finance and Operations be hired to allow the Superintendent to focus on the CEO duties for the school district.

Evaluate - Review your participation in improvement initiatives or efforts to engage in action research and identify at least 3 strategies for evaluating the improvement plans or recommendations.

1.      The survey that was created showed that all campuses are not implementing the curriculum as required. An evaluation was formulated, and the data will be submitted to all campus principals. The data will assist the campus leaders formulate a needs assessment in order to drive the development of their individual campus improvement plans.

2.      Involvement with the strategic planning committee has allowed the witnessing of the needs of the district. New science labs will inspire students to learn, as well as increase the morale of teachers utilizing an improved facility. Evaluation will be formulated in improved student learning, as well as increased teacher morale. Evaluation of the field house facilities will be gauged through the health records for decreased staph infections. An evaluation of the upkeep and sanitary conditions will be included.

3.      The need for improved efficiency will be evaluated whenever the needed positions are filled. Specific personnel will be able to manage particular aspects of the school, and keep the Superintendent informed of needs and strategies.

Job Entry Plan

DAY 1 – Job Entry Plan

Goal(s):          1. Communication with Central Office Employees

Objective(s):  1. By the end of the day it is important to learn each person’s personality.

2. By the end of the day it is important to put a face with each person’s responsibility.

Activities addressing goals and objectives:

1.      Organize a meeting with the Secretary to the Superintendent to get a feel for the organizational structure and personality for Central Office.

2.      Walk to each office and visit with departmental staff and administrative assistants.

3.      Keep visits informal in order to relieve anxiety.

4.      Practice active listening to hear important information that may sound concerns.

Resources needed to achieve goals and objectives

                       

1.      Map (depending on size) of building showing offices.

2.      Listing of employees and positions at Central Office.

FIRST WEEK – Job Entry Plan

Goal(s):          1. Communication with Campus Principals

                        2. Communication with Departmental Supervisors

                        3. Formulate a plan of areas to address.

Objective(s):  1. By the end of the week, all campuses will be visited and areas of celebration and concerns will be known.

2. By the end of he week, all departments will be visited and areas of celebration and concerns will be known.

Activities addressing goals and objectives:

4. Visit with each principal a minimum of two to three hours per campus. Have the principal begin creating a needs assessment for the campus. Invite the principal to capture the opinions and reflections of the teacher in his/her report.

5. Visit with each supervisor within the district and take time to walk throughout their department. Seek information regarding the operations of the department and any concerns that need addressed.

Resources needed to achieve goals and objectives

                       

3.      Map of the district showing locations of school facilities

4.      Personnel listing of all administrative staff on the campuses and directors for the district.

FIRST MONTH – Job Entry Plan

Goal(s):          1. Establish working relationships with the school board.

2. Establish goals with the school board.

3. Begin creating a strategic plan for the district or modifying (if necessary) the existing plan.

4. Securing community relationships with the school.

5. Review job descriptions.

6. Visit with Director of Finance

Objective(s):  1. Establish and discuss the expectations for achieving goals.

                        2. Development of strategic plan to achieve goals.

3. Plan for student achievement and increase academic performance.

Activities addressing goals and objectives:

1.      Meet individually with each school board member.

2.      Work with school board to establish district goals, and superintendent performance goals.

3.      Review strategic plan and make revisions with board members if necessary.

4.      Practice active listening to hear important information that may sound concerns.

5.      Review job descriptions and update as necessary.

6.      Review budgets.

Resources needed to achieve goals and objectives

                       

1.      Current projected and expended budgetary funds.

2.      Personnel director to provide job descriptions and update as necessary.

3.      Time to visit with community members.

FIRST YEAR – Job Entry Plan

Goal(s):          1. Determine “where we are, and where we want to go.”

2. Focus on budgetary spending savings if necessary.

3. Review policies and procedures to ensure they are in alignment.

4. Establish positive relationships with board members and employees.

5. Increase student achievement.

6. Establish the communities trust and confidence.

7. Establish a positive district climate.

8. Communicate with stakeholders.

Objective(s):  1. Establish clearly defined goals.

                        2. Monitor the budgets.

3. Participate in a review in policy and administrative guidelines.

4. Establish positive relationships.

5. Increase student achievement based on data.

6. Build community support.

7. Establish a different climate (if needed).

Activities addressing goals and objectives:

1.      Maintain open relationship with board members.

2.      Board workshops to establish goals.

3.      Stay actively involved in budget development and control.

4.      Establish an open door policy.

5.      Focus on curriculum professional development with administration.

6.      Have administrative team meetings.

7.      Visit with teachers and make them feel like they have been heard.

8.      Work with site base decision making teams.

9.      Promote academic excellence.

Resources needed to achieve goals and objectives

                       

1.      Scheduled meetings

2.      Time

3.      Budget monitoring

4.      Professional Development