Reflection of Experiences Learned from Recommendations and District Improvement Initiatives

Describing Recommendations and District/Campus Improvement Initiative/Action Research Lessons Learned

Review the above analysis, and write at least one page thoroughly describing recommendations and lessons learned from experiences with the improvement initiatives or action research plans.

Early on before entering the Superintendent Certification program I realized that the majority of my educational experiences occur at the elementary level.  During the internship I gained knowledge and skills from the performance outcomes through the assignments, networking with district personnel in positions at the district’s central administration, as well as the frequent interviews with my district superintendent, site-supervisor and foremost my cohort 4 team members.  These learning experiences provided opportunities for me to branch out and explore the complex nature of the superintendency beyond the elementary level.

The lessons learned from experiences with improvement initiatives are focused on 1) meeting the needs of special education students in ELAR,   2) Correlating effective after school programs, 3) Time management and use of web-based network programs for reading and math.

To be an effective superintendent I understand that the nature of a school district is not just centered on leadership, but the district wide student performance improvement plan and campus plans.  Our district implemented the Plan4Learning District and Campus Improvement Planning software in 2009.  The software has been significant in keeping the district and campus improvement plans on track by providing built in features to evaluate the measurable goals addressed in the plans.

This year we are in Stage I of School Improvement.  We began our 2011 school year with an accountability rating of academically acceptable, due the fact that the district missed AYP for the second year in Reading/ELA for Special Education.   All campuses were given the charge to revisit and include specific measurable achievement goals, target specific academic problems of low-achieving students with solutions to improve the prior plan with determinations to increase student academic achievement.   The long range goal to continue communication with all stakeholders regarding the district’s progress in the area of Special Education was addressed by providing ongoing professional development.  The activities included strategy/activities such as inclusion principals, motivational techniques, effective instructional strategies, differentiated instruction for best instructional practices in reading and math initiatives.  Teachers and staff were given opportunities to attend professional development sessions and evaluations of lessons learned were conducted by the Special Education department and campus administrative leaders with ongoing monitoring of class room walk through observations, ARD committee reviews/updates, analyzing six weeks benchmark data, district wide monthly parent visitation, annual community education summit, and integration of technology programs with professional staff development.  Reports from the technology programs were utilized to measure the academic successes of the students.

In addition, campuses were to provide evidence reflecting RTI documentation for special education students, as well participation in after school tutorial programs for reading and math initiatives. Several options were available to students to receive extending learning for reading and math.  Before, during, and after school programs were established to meet the needs of the students at-risk of failing.  By use of Eduphoria student monitoring groups were created to mirror a quick view of the student’s academic performances for each six weeks.  Action plans were adjusted and modified to meet the needs of students that were at risk of failing.  Frequent campus meetings, communicating with parents, and visits by central office content supervisors were conducted to provide support to teachers and students.

As we continue to pursue growth in the areas of academic achievement, fiscal, physical improvements, parental involvement, and staying abreast of the measureless changes in the world of technology our district has experienced hardships and successes.   District and campus improvement plans are instrumental to student performance and unifying the community to ensure that mission and goals of the school district are achieved.  I am fortunate to be a part of the school district that is on the cutting edge of providing students and teachers with the necessary skills and resources needed to make teaching and learning possible.  

CARE Model Analysis of District/Campus Improvement Initiatives

CARE Model Analysis of District/Campus Improvement Initiatives or Action Research Plans

Please review your intern plan. In the first course, students were encouraged to engage in some action research, or participate in district or campus improvement initiatives. Each of you has had some experiences with such initiatives or action plans. Please review those experiences and complete the following analysis:

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. Improve in meeting the needs of special education students.
2. Correlate campus afterschool programs.
3. Time management of technology web-based network programs for reading and math.

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. Closely monitor inclusion practices
2. Organize (ACE) and after school tutorial programs with a more effective collaborative approach among ACE Coordinators and After School Program Administrators.
3.  Provide flexibility in weekly schedules to accommodate criteria for network programs usage time.

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.  Provide staff development to teachers that model best practices for differentiated instruction.
2. Involve all coordinators with opportunities to work in partnership to create action plans that will promote the effectiveness of campus afterschool programs.
3. Provide ongoing technology professional staff development.

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. Analyze benchmark assessments; walk through observation data, PDAS evaluation reports, and ARD committee.
2. Pursue guidelines for the ACE grant and Title I district procedures that support after school programs.
3. Use diagnostic and progress monitoring assessments that measure student’s academic performance in the areas of reading and math.

Summarizing Superintendent 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.

As I relect on my internship experiences I was given an opportunity to extend my expereinces beyond the elementary level.  I realized that in order for my administrative leadership skills and abilities to develop I would need to  self-promote engagement with district activities and district personnel at the central office level.  The extensive experiences during this internship provided opportunity for me to initiate thought into my next leadership career position. 

Below are highlights of what I learned during my internship to improve my administrative skills and abilities.

With the understanding that the school dsitrict belongs to the community in the role as the superintendent he/she serves as  the school leader for everyone in the district.  In an effort to develop community and business partnerships the superintendent must interact with  all stakeholders to gain a sense of trust that he/she will make decisions that promote student success.       

·         Children our greatest commodity, the superintendent is to ensure that the educational needs of all children a meet and that nothing infers with their learning. Resources within the district and campuses are provided to assist students with educational needs. The Federal AYP regulations for NCLB states clearly that all children will learn.

The superintendent is expected to provide several methods to communicate and promote expectations for high level performance to staff and students.

·         The following Handbooks and Policies are provided as references to promote high standards of conduct, ethical principles, integrity in decision making, applying policies, laws and procedures in a fair and reasonable manner. These policies and procedures are presented at the beginning of the year to ensure that effective and quick resolutions of conflict are handle proper

1.    Student Handbooks Code of Conduct

2.    Board Policy Manual

3.    Employee Handbook

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.

·         The mission statement of a school district presents the shared vision that focuses on the teaching and learning.

1.    Expectation of SUCCESS for each person

2.    Optimum application of Technology

3.    An appreciation for various cultures

4.    FULL involvement of parents, teachers, and the community

5.    RESPECT and CARE for each other.

• Stakeholders are provided an Academic Report Card that provides the facts about the school district. The report highlights the districts achievements in all areas measured. The report also outlines the Federal and State guidelines, Gold Performance Acknowledgements and other reports that reflect on over all student performance by district, state, and federal.

The superintendent oversees many departments that work meticulously to prepare the following reports and keep them updated.

• An achievement report of the district goals and objectives is prepared and shared with the district employees and the community. 

·         There are several methods use to communicate information to district personnel, parents, students, and the community:  local media, monthly district newsletters, mass email communications, and portal systems for parents and district staff development sessions. 

·         Regular board meetings are held each month to keep the community and the district personnel abreast on important concerns that may impact the district. 

The district hires highly qualified teachers that are certified in their content areas of expertise.   To keep in tune with best education practices ongoing staff development is provided to the teachers.

·         At the beginning of the regular school year Convocation for all district personnel is held and the superintendent presents the charge for year and reviews the districts accomplishments and addresses areas that need improvement. 

·         Students participate in special sessions with the superintendent to share concerns about their educational experiences. Throughout the year activities take place to build cultural diversity.

·         Campuses host goals nights to share with the community an awareness of the district and individual campus visions and goals.

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.

• Participate in conducting a faculty /grade level meeting. Survey the audience about the presentation’s strengths and areas of improvement.
• Assist the Ace Coordinator in preparation of a written communication to be sent home to parents.
• Examined current policy and procedures for parent involvement at the campus level vs. district level.  Provide campus and district initiatives for parents.
• Review and evaluate the school library with regard to heritage and values of culturally diverse groups.

As member of the administrative team on my campus one of my job duties is to conduct weekly grade level meeting with the teachers to consult about planning, provide instructional resources or materials to support teaching to accomplish instructional goals.   I find that fostering collegiality and team building among staff members and encouragement in the decision-making process provides opportunity for ownership.  In the surveys conducted the staff felt that the two-way communication was opened and addressed the needs of the school community.  Working closely with the teachers to identify, analyze and apply research based resources that promotes school improvement reflects true team work among the staff.

I assisted the After School Center for Education Coordinator in preparing written letters and flyers to communicate important information regarding dates, guidelines for acceptance into the program to parents.  Regular informative meeting were held to keep parents abreast with the latest updates about the program.

We have a large diverse district population.  It is important that communication is present to reach all diverse groups.  Our district has excellent resources and methods in place to communicate events and updates in the district.  Each month the district has a day designated as Parent Visitation Day, even though parents are welcomed anytime.  The Title I department provides each campus with a parent facilitator to provide parent activities.  The activities might include training for parent in the computer lab, ways to help your child with homework, or updates on STAAR.

Evaluation forms are used to assess the perceptions of parents, teachers, and community stakeholders.

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 attended several board meetings as often as possible to observe the interaction with the superintendent and the board members.   The meetings are very formal and sometimes lengthy. The Superintendent’s Executive Cabinet, Superintendent’s Secretary, and all board trustees are present for the meetings. 

I noticed that our Superintendent has a great rapport with the board members.  They ask questions of issues that need clarification.  The superintendent does a great job addressing any issues that affect students and educational performance.

The superintendent works closely with board members to ensure that the board members understand the state initiatives, supports and reviews the guidelines to ensure that the district is in compliance with state and federal requirements.

Our district has had a lot media attention since the bond project.  The superintendent has communicated the importance that all stakeholders need to be informed about what goes on in the school district. 

 I know that this is an area that I will continue to seek improvement.

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.

I work with PK-5 grade teachers with the responsibility to ensure that they are using best practices with 21^st century skills in their instructional delivery.

My current position involves planning lessons with teachers, providing instructional support that provides curricula based on research-based practices,  coordinates campus initiatives, campus curricular and extracurricular programs, providing resourceful staff development, monitoring student performance diagnose student needs… it is all data driven.  Active monitoring… supervision is key.

• Hire highly qualified teachers teach in the certified content and grade level areas.
• Develop and implement collaborative processes by having regular grade level meetings.
• This year we are implementing CScope that is a viable curriculum aligned with the STAAR and addresses the readiness, supporting, and process standards that students will test on in 2012.   Constant ongoing staff development and training is being done to ensure that teachers know how to navigate through the curriculum program.   The teacher’s will teach to level of rigor using the Exemplar lessons
• Monitoring by classroom walk through, providing suggestions to improve instructional delivery. Facilitate the effectiveness of the 5 E models, lesson cycle, and blooms taxonomy in the instructional delivery.  All measures student learning.
• Most important within the new curriculum design are unit assessments and district assessment used to measure student learning.  We use an item analysis program that shows the breakdown of student performance by subgroup, mastery and non-mastery by concepts tested, and by teacher performance.  After testing the results are analyzed by teachers and administrators to determine action plans for students in need of assistance.
• Most of the curriculum is integrated with technology across the content.
• Ongoing tutorial or remediation programs in reading and math (targeted students)

before, during and after school programs.

• AEIS report, PEIMS, Academic Report Card, TEA reports the federal and state accountability system for student performance. Districts inform their personnel of the accountability system ratings.

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.

Advocating for students by delivery of the districts objectives and goals supports this competency.

• Title I Programs and Special Programs for identified students in GT, AP classes, and college and career readiness support, IP, dual learning classes through Lamar for high school students.

·         Implementations of researched based practices are implemented in many programs that used across contents.  Ongoing district meetings; Educational Summit yearly held for the community to share the achievement of the district’s vision and goals. PTA, ongoing Parent Involvement workshop is sponsored by the districts; parents are invited to the campus for parent visitations on a monthly basis. ( but may visit anytime)

·         Adhere to district and state policy and procedures for student discipline and school safety.

·         Monitor to implementation of active student engagement during instructional delivery. CScope high level of rigor. New assessment measure, “STAAR.

·         AEIS report, PEIMS, Academic Report Card, TEA reports the federal and state accountability system for student performance.

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.

The indicators here evolve around ongoing professional staff development activities, vertical teaming across curricular, regular campus staff meeting, district content meetings, content supervisor support, participation in delivery of presentations on data, strategies to enhance the skill of teachers, and training for new curriculum programs.  The superintendent must be able to provide specifics about implementation of staff evaluation and development systems.  Classroom walkthroughs are instrumental in our district to monitor student learning.  At times the teachers fell it is a way to “catch you off guard”.  To avoid this district staff development was provided.  The superintendent wanted to be sure that everyone trained on the expectations of the walk through instrument.

The superintendent is aware of all district staff development workshops or initiatives that meet the needs of the district goals.  It is the responsibility of the superintendent to communicate this information with the board of trustees.  The superintendent provides ongoing communication with human resources, staff development, district supervisors, campus principals and the board of trustees of expectations about hiring and mentoring initiatives.

The board approves all personnel that will conduct teacher appraisals in our district; therefore the superintendent must keep the board members updated on the highly qualified conditions of district teaching personnel.

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 had the opportunity to meet with the district’s attendance officer to discuss rules and procedures ramification of attendance on law, finance, and general district operations.
• Visited with the district Budget Specialist and observed the completion of a requisition for a service and supply from a budget account. She was able to describe the path of the requisition for approval

This is an area that I will spend time to improve in my knowledge and skills.

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.

Emergency plans are in place district and campus wide.

• Procedures are practiced and followed for fire drills, tornado/hurricane evacuation procedures, crisis situations, ensuring the environment is conducive to learning, informed of nutritional guidelines, bus safety issues, health services guidelines, and special programs for special needs students.
• District policies and procedures are referenced and available to the community and district personnel.
• District has a district attorney to apply legal counsel on legal concepts, regulations, and codes.

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.

• Review District’s Improvement Plan to identify, analyzes, and applies research findings that demonstrate effective school correlates to promote school improvement.
• Develop and set annual campus performance objectives for Academic Excellence Indicators using site-based decision making committee.
• Develop, maintain and use information systems and records necessary to show campus progress on performance objectives based on state and federal standards.
• Define expectations for staff performance with regard to instructional strategies and classroom management.
• Work with decision-making committees and campus administrative leaders. (principals)
• Comply with district policy and state and federal laws and regulations affecting the school district.
• Oversee developed budgets based on documented program needs, estimated enrollment, personnel, and other fiscal needs.   Keep program within budget limits, Maintain fiscal control.  View reports on fiscal information.

Course 6 Week 2 Part 2: Job Entry Plan

The position of interest I prepared my job entry plan for is the position of Staff Development Director. 

FIRST DAY

Goal(s)

Establish team building relationships with district curriculum supervisors, human resource director, and financial director and campus principals and other departments.

Objective(s)

Build a common vision for staff professional development that will impact school improvement at the elementary, middle and high school levels.

Activities:

1.    Meet with district curriculum and instruction supervisors to discuss direct planning of upcoming professional staff development based needs assessment from review district improvement plans and campus plans.

2.    Communicate and promote expectations for professional staff development that will promote excellence and achievement for teachers and students.

Resources:

District Improvement Plans/Campus Plans

Previous overview of district Professional Staff Development for all levels

First Week

Goal (s)

Provide a two –way communication with superintendent, district curriculum supervisors, and principals at the each campus level.

Provide a calendar to reflect the timeline for scheduled district staff professional development for the opening of the school year.

Objective(s)

I will work with the district curriculum supervisors to provide information of instructional resources and materials to support the teaching staff in efforts to accomplish the instructional learning goals.

Activities

1.    Analyze, and apply research findings that will promote school improvement.

2.    Define expectations for staff performance with regard to instructional strategies, classroom management, and district policy and procedures.

Resources

Previous overview of district Professional Staff Development for all levels

Budget Report Information

District Curriculum Supervisors

FIRST MONTH

Goal(s)

Develop and set annual campus visits to maintain expectations for professional staff development with regard to campus needs for school improvement.

Objective(s)

Define expectations for staff performance and identify staff needs.  Provide support to ensure effective and quick resolution when necessary.

Activities:

1.    Visit with campus principals to provide support to ensure effective and quick resolution of conflicts.

2.    Meet monthly with district content supervisors in regard to campus needs for staff development.

                      

Resources:

District Content Supervisors

Campus Principals

Region V Service Center

FIRST YEAR

Goal(s)

Develop budgets based on needs for district and campus level professional staff development.

Confer with district curriculum supervisors and consultants for district staff development to accomplish goals for effective staff development sessions.

Objective(s)

Work with district curriculum supervisors to plan district and campus level professional staff development activities based on district and campus needs and goals.

Keep professional staff development within budget limits.

Activities:

1.    I will meet with each content district supervisor to establish plans for staff development sessions at the campus levels.

2.    Conduct a meeting the financial manager regarding the budget for district staff development.

Planning Time

Region V Service Center

Financial Manager

 District Content Supervisors

SBEC Self-Assessment and Reflection

Reflection Assessment of the strength and weaknesses of SBEC Post –Self Assessment  compared to the SBEC Pre Self Assessment.

Strengths: Post-Assessment

The domains and competencies below were strengths on my Pre-Assessment.

Domain I—Leadership of the Educational Community – Competencies 1 – 3:

The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students. 

DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 – 7:

• The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.

Domain I, II and the competencies directly correlate with my current job description responsibilities as well other transfer of learning experiences from previous positions.   In my current position I work closely with student, parents, and teachers to ensure that the needs of all children are meet successfully.  I constantly interact with students, parents, teachers, and district staff to promote high standards of conduct, ethical principles, and with integrity in decision-making.  Policy and procedures are visited ongoing as needed throughout the year.

Areas where I consider myself competent but not yet a strength:  Post-Assessment

The competency areas below were rated in need of improvement on my Pre-Assessment.

Even, though I have shown improvement in these competency areas since the Pre-Assessment I lack the experience involved at the district level.  I am comfortable with the knowledge and skills foundation that I have developed through the course work assignments and my intern experiences and interview reflections.

Domain 1- Leadership of the Educational Community - Competency 4

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.

• provide leadership in defining superintendent-board roles and establishing mutual expectations.
• communicate and work effectively with board members in varied contexts, including problem-solving and decision-making contexts.
• access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.

DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 9

My experience is these areas are at the campus level, so with opportunities of exposure at the district level I will develop strengths to lead in these activities. Attending board meetings has assisted with advancing my knowledge about the leadership and management of district budgeting, resource utilization, financial management, and technology application.  Continue visits with district personnel that lead in the areas will also be utilized to build the learning foundation. The course work completed in School Finance will continue to be a wealthy and informative reference as I continue to grow in these areas. 

Competency 8 Area:

5 competent areas

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.

The superintendent knows how to:

• apply procedures for effective budget planning and management.
• work collaboratively with board of trustees and appropriate personnel to develop district budgets.
• facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy.
• establish district procedures for accurate, effective, ethical purchasing and financial record keeping and reporting.
• acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources.
• use district and staff evaluation data for personnel policy development and decision making.
• use revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately.

Competency 9 Area:

5 competent areas:

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.

• apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.
• develop and implement procedures for emergency planning and for responding to crises.
• apply procedures for ensuring the effective operation and maintenance of district facilities.
• implement evaluate appropriate procedures to ensure efficient, effective district transportation services, food services, health services, and other services.
• apply legal concepts, regulations, and codes as required.

Competency 10

3 competent areas:

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.

The superintendent knows how to:

·         implement appropriate leadership skills, techniques, and group process skills to define roles, assign functions, delegate effectively, and determine accountability for goal attainment.

·         implement processes for gathering, analyzing, and using data for informed decision making to attain district goals.

·         identify, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.

                                                                                                      

 Areas needing improvement:  Post-Assessment

The areas were rated in need of improvement on the Pre-Assessment.

Competency 9

2 areas need improvement

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.

·         apply procedures for planning, funding, renovating, and/or constructing school facilities to support the district’s mission and goals.

·         implement strategies that enable the district's physical plant, equipment, and support systems to operate safely, efficiently, and effectively.

Competency 10

2 areas need improvement

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.

The superintendent knows how to:

·         use strategies for working with others, including the board of trustees, to promote collaborative decision making and problem solving, facilitate team building, and develop consensus.

·         encourage and facilitate positive change, enlist support for change, and overcome obstacles to change in varied educational contexts.