Week One Assignment, Part 1 – Description of SBEC Superintendent Leadership Experiences by Domains and Competencies
Using your Intern Plan, your course and campus supervised logs, please prepare at least one page describing how your experiences attempted to address each of the elements of the 10 competencies. Be sure to comment on lessons learned from these extensive experiences.
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.
To be, or not to be ethical? That is the question. In an Assistant Principal Meeting this subject came up repeatedly. Teachers and administrators are public servants and as such, must not violate public trust. The concerns vary from theft of time and misappropriation of funds to inappropriate contact with students. Many teachers don’t realize that excessive “leave early” requests can affect your PDAS appraisal. The instructional day includes conference/planning periods and Professional Learning Community PLC time. Some teachers abuse the first or last period planning time and students and collaboration are not the focus. Other blatant abuses include violations of the Code of Ethics which results in reprimands, probation and termination. All of the AP’s that participated in the discussion felt that the unethical issues should be addressed and documented immediately and become part of the teacher’s or staff members’ professional file. The written reprimands should include FRISK; the Facts, Regulations, Impact on students and the campus, Suggestions for future behavior and the Key Point you want the staff member to remember. The words, “You are hereby directed to…” should be included in the suggestions section. Professional behavior tends to improve after the issue is addressed in writing.
One of my previous principals, Leon Dudley, was known for telling teachers to be innovative as long as their ideas were, "safe, ethical and good for children." This statement comes to mind when I see the words integrity and ethical. Fairness is a completely paradoxical concept. Many people see fairness as equal treatment, while equity could be the most unfair concept ever. Consider equal treatment of students in general education versus students with special needs, economically disadvantaged, or new English Language Learners. The Federal Breakfast and Lunch program would not exist is fair was equal. Students have many similar needs and yet there is a moral obligation as educators to assist those who have additional needs to "catch up" with their peers through specifically designed programs designed to facilitate closing the academic gap.
As a superintendent the charge to "act with integrity, fairness, and in an ethical manner in order to promote the success of all students" is even more important as we may decisions that affect many. District and Campus Improvement Plans, budgets, facilities, transportation and personnel matters are all centered around this competency and focused on the success of ALL students. As I completed activities in each of the other competencies I realized that they all tend to be tied to Competency One. Without a sense of integrity, and focus on student success it would be easy to get distracted on our purpose.
For the last two weeks we have been interviewing for an assistant principal and instructional department leaders. We chose leaders based on this competency. If they did not mention their focus on student success and how they planned to achieve it they were eliminated. With budget cuts and legislative changes we must be able to focus on our mission which is to facilitate the success of all students as we empower them to live as productive citizens in a global and technological society.
As a superintendent the charge to "act with integrity, fairness, and in an ethical manner in order to promote the success of all students" is even more important as we may decisions that affect many. District and Campus Improvement Plans, budgets, facilities, transportation and personnel matters are all centered around this competency and focused on the success of ALL students. As I completed activities in each of the other competencies I realized that they all tend to be tied to Competency One. Without a sense of integrity, and focus on student success it would be easy to get distracted on our purpose.
For the last two weeks we have been interviewing for an assistant principal and instructional department leaders. We chose leaders based on this competency. If they did not mention their focus on student success and how they planned to achieve it they were eliminated. With budget cuts and legislative changes we must be able to focus on our mission which is to facilitate the success of all students as we empower them to live as productive citizens in a global and technological society.
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.
According to the Waxahachie Independent School District website the vision and mission are as follows: VISION: The Waxahachie ISD and Waxahachie High School's school vision is to support and empower our community of learners for success in the 21st century. MISSION: Continuing the tradition of "Excellence in Education," the mission of Waxahachie Independent School District is to develop through a cooperative effort with the home and community, well-educated, responsible citizens who can excel in a complex world. MOTTO: The motto of Waxahachie High School is "Every Child! Every Day! Every Chance!" |
The school district's vision and mission focus on preparing students for success in the 21st century. WISD's Vision focuses on the learners within the community. WISD is specific about who is included in the vision by including the "community of learners" which alludes to students, parents and community and the preparation that will ensure success for ALL for the 21st century.
Communicating the vision includes attending community activities and speaking with parents and students in a positive and pleasant manner and allowing them to speak without interruption. As superintendent you tend to be the face of the district and your support of community events shows your commitment to the city/town and all citizens. It is at these events that the vision is shared and supporters are recruited.
Parents and students feel they are valued and respected when conferences provide time for them to vent and give their opinion about the event in question. Many parents are won over when the focus is helping the students be successful. Even irate individuals tend to sway your way when you ask, “How can I help you (or your child) be successful?” These meetings with parents and students have given me the practice I needed to improve my communication skills. I even try to take notes while they are talking to make sure I address all of their concerns. It is so fulfilling to see a satisfied parent or teach a student a life lesson by the conclusion of the conference. Many times the root of the issue has nothing to do with school. I have found myself referring parents and students to the counselors, providing a list of job opportunities, giving information about colleges and financial aid or providing for whatever the underlying need is. Good communication enables you to hear the heart of the matter! As superintendent these same skills must be practiced in dealings with all stakeholders.
Teachers and staff also look for the superintendent to communicate the vision as it provides guidance for the largest employer of the city. When all of the district’s employees carry the same message of focusing on student success the community comes together and provides needed support.
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 Public Relations director consistently maintains contacts with the staff, parents and community members of the district. They are in charge of notifications during inclement weather days, information regarding bomb threats, sporting events, announcements for fine arts activities, distribution of all paper invitations and calendars and anything else that requires an announcement to the public. The Superintendent and the Public Relations Director must be very pleasant and welcoming and visible at all major district and many community activities. Offering congratulations and thanks to teacher/sponsors and the community provides a link to school and city. The PR Director also makes sure the web site stays updated and answers emails quickly about events. This position is an important way to take the daily public relations tasks off of the superintendent. The Superintendent can then be visible and reach out to the community and staff without having to worry about the responsibility of notifying every one of changes and events.
As with Competency 2, this one deals with communicating the district’s vision and dealing with the media, families, community members, businesses and personnel of the district. The Superintendent must always be ready to communicate the goal and vision of the district and defend expenditures and changes in the tax rate. The desire for student success is universally accepted as the goal of education. Businesses share in the planning as they articulate the kind of graduate they are looking to employ.
Utilizing technology as a means of communicating the events and needs of the district has proven an effective avenue of eliciting the support of all interested parties. District web pages along with web sites for different campuses and extra-curricular groups, telephone systems that call all households and electronic billboards enable the district to keep constituents informed and encouraged that the needs of students are being met.
Speaking at Board Meetings with confidence and complete knowledge of the research covering issues tend to create support for the district. The Board and those who attend the meetings appreciate a superintendent who has done their homework and can answer their questions intelligently to ease their fears about the investment in the education of our children and the educational services provided.
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.
Administrative and Board regulations are adhered to in an effort to meet compliance standards. There are guidelines for room size, number of credits, teacher and staff qualifications and many other items. For example, teacher to student ratios for kindergarten are 1:20 while maximum class size for high school is limited to 30. The Board has issued a hiring and salary freeze during a period of campus reconfigurations and budget cuts as ratios and classroom size specifications are examined and followed. In our district economy of scale will be maximized as the 6th grade campus becomes a K-5 elementary and the 7th and 8th grade campuses become 6-8 middle schools. The high school is also being reconfigured as the Principal of the 10-12 campus becomes the Principal the 9th grade campus as well. The administrators are being redistributed to provide a cohesive and seamless transition for students and staff. These changes were met with resistance and several community forums were held to explain possible plans.
The Board must approve all changes or the items are sent back for revisions. Constant attention is given to the state legislature and new or revised bills that affect funding or educational policy. The current discussions cite the rejected Senate Bills 2, 6 and 1811 and the pending Senate Bill 8. Funds for textbooks, electronic textbooks and technology are all placed under the label of Instructional Materials Allotment (IMA). These issues and many more dictate how the Board and Superintendent move forward. The IMA designation has many implications as districts move toward student issued technology instead of the traditional textbooks. IMA funds will also pay for training teachers in the use of technology.
The Superintendent and the board must be aware of changes as they happen as some issues “take effect immediately.” As the Board and the Superintendent have their regular meetings and their annual training and planning sessions there must be an update on all changes made since the last meeting and a discussion on the impact on the district and students.
DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 - 7
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.
Professional development plans are initiated by the superintendent as a result of a Needs Assessment and/or a survey of personnel that reveals teachers’ needs in preparation of services provided to students. Curriculum audits analyze the effectiveness of alignment, resources and assessments. Many districts adopt CSCOPE as their guaranteed viable curriculum to expedite the process of preparing a curriculum that scaffolds at each grade level and prepares students by illustrating the Readiness and Supporting Standards. Any change requires a plan of implementation which includes an announcement and professional development for all.
Analysis and knowledge of data is also a priority of the superintendent. Decisions must be based on data and research. Teachers and staff always want to know why there is a need for change, how do you know the change will work and why now. The leaders of the district must be able to articulate the answers to teachers’ questions. Some teachers feel that changes are often temporary and decide to close their doors and teach as usual until the initiative is replaced by the next new thing. Veteran educators can tell you about the programs and initiatives that have come and go while they have remained steady in their dedication to their favorite units and ancient lesson plans. Administrators are required by the Board and Superintendent that the change must be monitored consistently. What is monitored is what gets done. When there is no accountability the initiative dies.
In Waxahachie we have adopted CSCOPE and the training has begun. Teachers have been given the non-negotiable segments that are mandated by district leaders.
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.
In an effort to incorporate Brain-Based instruction the district has implemented Thinking Maps. Thinking Maps are designed to do the following:
· Eliminate over 50 graphic organizers by utilizing 8 Thinking Maps
· Encourage students to create a map to illustrate their thinking
· Organize thinking prior to creating a project/product
· Provide simplified methods of engaging students with the concepts taught
· Provide a method to review, assess, and check for understanding
· Provide a common language for teachers to use during instruction
As a part of GT Training we will also have Dr. Marcia Tate present in July, Brain Based Strategies. This professional development will reinforce the Thinking Maps implementation.
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.
Professional Development and Appraisal System (PDAS) is the Texas Education Agency created teacher evaluation system. Evaluations for paraprofessional and administrators vary greatly from district to district. Professional duties are the basis of the structuring of all evaluations. The Board decides which system will be utilized after recommendation from the Superintendent. Principals are evaluated by the Superintendent based primarily on school climate and accountability ratings. Administrators who flourish in these areas are sought after and valued by community and parents alike. Superintendents and Boards search for high quality professionals and use the Service Centers for posting vacancies as well as their own websites. Principals also hold teachers accountable for their students’ performance on state assessments and modify teacher assignments based on results.
The Ten Step Process is used to prepare professional development and it all begins with a Needs Assessment and budgeted allocations. Teachers and staff have yearly mandated training requirements of a minimum of 12 hours to complete which could affect their evaluation.
DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 10
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.
In observation of the superintendent and deputy superintendent during the DLT Meeting the agenda that has been prepared has detailed announcements and upcoming initiatives including the CSCOPE District-wide Blitz at the Fine Arts Center. The agenda has more detailed handouts attached. A Timeline for the CSCOPE implementation is attached with new policy, a legislative update. The leaders present the information and field many questions. The two men are confident and alternate in providing answers to the questions the principals have. Being prepared and staying current with educational issues requires extensive reading and participation in professional organizations. Budget issues that plague the nation are also discussed as the news of cuts loom in surrounding districts. The news of $1 million in cuts this year and $5 million next year is announced. Only cuts due to attrition will be made this year with massive cuts next year. The Superintendent introduces the idea of cutting the budget by doing extensive needs assessments and reducing the extras that are not beneficial to student success. Each campus and master schedule will be analyzed for possible cuts.
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.
Analysis of the different departments within the district is critical to the effective management of revenue and expenditures and the management of the district’s facility resources. Maintenance and facilities, transportation, security and food services departments are important to service of students and families. Maintenance and facilities is the department that takes care of air quality, sanitation and upkeep of buildings including temperature management during the instructional day and for special events. Custodians and maintenance staff work daily to prevent and correct building problems to insure that students and staff have comfortable buildings that are conducive to learning. Transportation is the work horse that makes sure students are picked up and delivered to their various destinations safely and on time. School and district security becomes increasingly important as national security needs change. There is more security in schools today than ever before. Food service is a program that receives federal funds and additional operating expenses come from the prices that are charged. Budget cuts have affected all of these departments and they have been trimmed drastically. All of these departments are essential for student success and without any one of them schools would be in trouble. It is the superintendent’s responsibility to make sure all of these departments are working at their optimum level. Students, parents and tax payers expect nothing less than clean, safe, schools with nutritional food and buses that meet student needs.
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.
In observation of the superintendent and deputy superintendent during the DLT Meeting the agenda that has been prepared has detailed announcements and upcoming initiatives including the CSCOPE District-wide Blitz at the Fine Arts Center. The agenda has more detailed handouts attached. A Timeline for the CSCOPE implementation is attached with new policy, a legislative update. The leaders present the information and field many questions. The two men are confident and alternate in providing answers to the questions the principals have. Being prepared and staying current with educational issues requires extensive reading and participation in professional organizations. Budget issues that plague the nation are also discussed as the news of cuts loom in surrounding districts. The news of $1 million in cuts this year and $5 million next year is announced. Only cuts due to attrition will be made this year with massive cuts next year. The Superintendent introduces the idea of cutting the budget by doing extensive needs assessments and reducing the extras that are not beneficial to student success. Each campus and master schedule will be analyzed for possible cuts.
Blog Follow-Up: We encourage you to post reflections on your above Competency Review and Description to your blog, and to read the postings of your fellow students. This will be a very valuable experience as you reflect on lessons learned during this internship.
Week One Assignment, Part 2 – Job Entry Plan
In Week One, Part 2, we asked that you identify your career and leadership goals. One of the most important skills in preparing for a career move is developing a job entry plan(s). The job entry plan should describe what goals, objectives, activities, and resources needed for you to accomplish your first day duties.
Please write a job entry plan describing the following for your FIRST DAY, FIRST WEEK, FIRST MONTH, AND FIRST YEAR.
We are not asking for a comprehensive multi-page report. We are asking you to try to identify one or two goals that you hope to address your first day, first week, first month, and first year. Remember to include the following for each first:
Superintendent Entry Plan
First Day
Goal(s): To become familiar with Board members and their expectations for me as superintendent and their goals for the district.
Objective(s):
Accountability to the Board and constituents of the district.
Carry out the vision of the district.
Complete a Needs Assessment and Action Plan to complete the goals identified.
Activities addressing goals and objectives:
Meet with the Board members to get their vision for the district along with plans
for the next three to five years.
Get the expectations for the superintendent.
Review the District Improvement Plan with Board members.
Plan for the first Board member by review the minutes from the last six to nine
months
Meet with all Superintendent office staff and ask the following questions:
What is currently working within the office?
What are our areas that need improvement?
How can we better serve the district?
Resources needed to achieve goals and objectives: Open dialogue, Time, chart paper or white board, a recorder for the meetings, committees and committee leaders for each strategy identified, District Improvement Plan
First Week
Goal(s): To provide quality services to maximize opportunities for success for all students.
Objective(s):
Meet with the CFO and the superintendents cabinet to review the budget and
proposals for expenditures and needs within each department.
Review current professional development plan, modify and adjust based on student
and staff needs and invest in teachers and staff.
Identify transportation services and needs.
Improve the maintenance of facilities and plan for additional Bond construction as
needed.
Improve Food Services and increase the nutritional value and appeal to students
and staff.
Create and manage an online staff and parent survey of the district's current
status and needs.
Have all leaders develop Action Plans for their department.
Activities addressing goals and objectives:
Cabinet meeting, Meeting with professional development staff, analyze online survey, review district state assessment data, meet with food service, transportation, and facilities directors and tour facilities and develop a needs assessment
Resources needed to achieve goals and objectives:
Meeting room, calendar appointments for meetings, online survey data, state assessment data, Action Plan template
First Month
Goal(s): To improve instruction and services provided to students, parents and staff
To complete tasks from first week.
Complete the first Board Meeting and Implement plans identified by the Board.
Objective(s):
Review Campus Improvement Plans, district and campus data.
Develop Action Plans for campus weaknesses focusing on reaching Recognized or Exemplary ratings on each campus
Activities addressing goals and objectives
Meet wi campus principals
Meet with campus assistant/associate principals
Meet with department chairs on Elementary and Secondary levels
All groups will analyze data, and develop Action Plans with strategies to meet
student needs
Meet with SBDM leaders of the campuses
Make appearances at community activities
Solicit donors for funds for grants and teacher incentives
Resources needed to achieve goals and objectives:
Three years of student assessment data by objective (TAKS) or reporting
categories ( STAAR/EOC)
Action Plan Templates
District leaders
Recorder on computer for projection on screen
Select committees for strategies identified, develop timelines and formative and
summative assessments
First Year
Goal(s):
To maintain the open lines of communication and implement the Action Plans.
To monitor the implementation of the DIP and CIP's
To facilitate professional development of all staff.
To assess ongoing needs
To monitor the district budget and expenditures
To maximize the district's financial rating with TEA
To conduct a curriculum audit
To maintain maintain federal and state compliance
To monitor quarterly safety audits
To monitor facilities, transportation, textbooks
Objective(s):
Monitor district staff for personnel modifications to ensure staff effectiveness and
positive climate and culture on each campus
Meet with campus leaders monthly for initiatives and professional developmen
Meet with the Board and make suggestions for approval at Board meetings
Visit campuses weekly
Meet with cabinet and department leaders each week.
Train and equip upcoming administrators
Have leaders conduct safety audits and submit
Publish a monthly web newsletter and hard copy
Prepare and deliver the annual State of the District report
Analyze the curriculum alignment for audit
Monitor facilities, transportation, textbooks status and expenditures
Activities addressing goals and objectives:
Campus visits weekly
Monthly meetings with campus leaders
Weekly meetings with district leaders
Stay current by reading professional journals
Review Monthly financial reports and expenditures
Review monthly departmental reports
Prepare district newsletter
Resources needed to achieve goals and objectives:
Campus leaders, department leaders, assessment data from unit assessments, financial reports, audits for curriculum, textbooks, and finances, professional reading
All of the items must be adjusted based on the size of the district and the student population. Every effort will be made to focus 80-90% of the budget to the campuses, as close to students as possible.
First Day
Goal(s): To become familiar with Board members and their expectations for me as superintendent and their goals for the district.
Objective(s):
Accountability to the Board and constituents of the district.
Carry out the vision of the district.
Complete a Needs Assessment and Action Plan to complete the goals identified.
Activities addressing goals and objectives:
Meet with the Board members to get their vision for the district along with plans
for the next three to five years.
Get the expectations for the superintendent.
Review the District Improvement Plan with Board members.
Plan for the first Board member by review the minutes from the last six to nine
months
Meet with all Superintendent office staff and ask the following questions:
What is currently working within the office?
What are our areas that need improvement?
How can we better serve the district?
Resources needed to achieve goals and objectives: Open dialogue, Time, chart paper or white board, a recorder for the meetings, committees and committee leaders for each strategy identified, District Improvement Plan
First Week
Goal(s): To provide quality services to maximize opportunities for success for all students.
Objective(s):
Meet with the CFO and the superintendents cabinet to review the budget and
proposals for expenditures and needs within each department.
Review current professional development plan, modify and adjust based on student
and staff needs and invest in teachers and staff.
Identify transportation services and needs.
Improve the maintenance of facilities and plan for additional Bond construction as
needed.
Improve Food Services and increase the nutritional value and appeal to students
and staff.
Create and manage an online staff and parent survey of the district's current
status and needs.
Have all leaders develop Action Plans for their department.
Activities addressing goals and objectives:
Cabinet meeting, Meeting with professional development staff, analyze online survey, review district state assessment data, meet with food service, transportation, and facilities directors and tour facilities and develop a needs assessment
Resources needed to achieve goals and objectives:
Meeting room, calendar appointments for meetings, online survey data, state assessment data, Action Plan template
First Month
Goal(s): To improve instruction and services provided to students, parents and staff
To complete tasks from first week.
Complete the first Board Meeting and Implement plans identified by the Board.
Objective(s):
Review Campus Improvement Plans, district and campus data.
Develop Action Plans for campus weaknesses focusing on reaching Recognized or Exemplary ratings on each campus
Activities addressing goals and objectives
Meet wi campus principals
Meet with campus assistant/associate principals
Meet with department chairs on Elementary and Secondary levels
All groups will analyze data, and develop Action Plans with strategies to meet
student needs
Meet with SBDM leaders of the campuses
Make appearances at community activities
Solicit donors for funds for grants and teacher incentives
Resources needed to achieve goals and objectives:
Three years of student assessment data by objective (TAKS) or reporting
categories ( STAAR/EOC)
Action Plan Templates
District leaders
Recorder on computer for projection on screen
Select committees for strategies identified, develop timelines and formative and
summative assessments
First Year
Goal(s):
To maintain the open lines of communication and implement the Action Plans.
To monitor the implementation of the DIP and CIP's
To facilitate professional development of all staff.
To assess ongoing needs
To monitor the district budget and expenditures
To maximize the district's financial rating with TEA
To conduct a curriculum audit
To maintain maintain federal and state compliance
To monitor quarterly safety audits
To monitor facilities, transportation, textbooks
Objective(s):
Monitor district staff for personnel modifications to ensure staff effectiveness and
positive climate and culture on each campus
Meet with campus leaders monthly for initiatives and professional developmen
Meet with the Board and make suggestions for approval at Board meetings
Visit campuses weekly
Meet with cabinet and department leaders each week.
Train and equip upcoming administrators
Have leaders conduct safety audits and submit
Publish a monthly web newsletter and hard copy
Prepare and deliver the annual State of the District report
Analyze the curriculum alignment for audit
Monitor facilities, transportation, textbooks status and expenditures
Activities addressing goals and objectives:
Campus visits weekly
Monthly meetings with campus leaders
Weekly meetings with district leaders
Stay current by reading professional journals
Review Monthly financial reports and expenditures
Review monthly departmental reports
Prepare district newsletter
Resources needed to achieve goals and objectives:
Campus leaders, department leaders, assessment data from unit assessments, financial reports, audits for curriculum, textbooks, and finances, professional reading
All of the items must be adjusted based on the size of the district and the student population. Every effort will be made to focus 80-90% of the budget to the campuses, as close to students as possible.
