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.
I was able to conduct two internship activities that focused on Competency I. First, I compared the job description of the superintendent with the evaluation tool the board uses to appraise the superintendent. I was able to see the correlation between the two and specifically the school board expectation that the superintendent act as an advocate for all children through accomplishment of the goals written into the district improvement plan. As the plan is focused on student achievement as the main goal, to achieve the goals of the plan will inherently advocate for children. The appraisal document also specifically addressed the role of a good working relationship between the board and the superintendent. The superintendents’ appraisal also refers to compliance with laws and regulations but does not specifically reference ethical behavior. It appears that ethical behavior is assumed in the contract between the board and superintendent.
The second activity I completed under Competency I caused me to examine my personal code of ethics and compare it to those of a business person and another school leader. I found that ethical behavior is paramount to success in any business. Without ethical standards of conduct, trust between the businessperson and that person’s customers/stakeholders cannot exist. The example set by the leader also must promote ethical behavior in subordinates.
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.
Of the five activities I scheduled for the internship plan to address my proficiency with Competency 2, all of them helped me to focus on the importance and development of a shared vision. My experience observing the district level cabinet meeting highlighted the importance of developing a leadership team that shares that vision. Once this team is established, the team can speak with one voice and truly move the district toward achieving the vision. During the meeting, the team planned professional development for the beginning of the school year that challenged teachers to grow and to learn the latest instructional techniques. My experience with the SBMD committee highlighted the process for obtaining buy-in from all stakeholders and for addressing needs of different constituencies. It also presented great opportunities for the leader to further develop and gather support for a vision. Part of the SBDM Process is sharing the most current information and data and using this information to monitor and assess progress toward goals. This process also provided me the opportunity to keep the stakeholders up to date on emerging issues in education and model problem solving techniques. The campus plan, which is the final product of the SBDM, is an outlet to address the needs of all student populations.
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.
My experience interviewing the director of Public information and observation of the District SBDM committee helped me experience the expectations for the superintendent in reference to communication with the entire educational community. During the SBDM experience, the Deputy superintendent, who is the person who coordinates and runs these meetings, had to effectively communicate the vision and goals of the district to teachers, parents, business members, and community members at large in a way that was understood by all. Building the committee with major community opinion leaders allowed the Deputy Superintendent to present himself as an advocate for public education while partnering in a real and valuable way with community members and resources. As a communicator, he had to demonstrate effective listening and speaking skills in order to accomplish his mission and reflect the desires and needs of the various groups of the community in a comprehensive district plan: not an easy task. The director of public information is tasked with maintaining an internal and external program of effective communication that allows the superintendent and her team to communicate the message of the developing vision of the district in an ongoing manner through various media outlets including social media, websites, news outlets, and RSS feeds. The better and more constant the flow of information the more likely the public is to support the district.
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.
The most useful activity I was able to experience as part of the internship plan for improving my proficiency with competency 4 was the review of the school board agenda items for the last five years. The amount of time spent on addressing district growth through the passing of three bond elections was one of the major recurring themes. Through reviewing the development process in the minutes of the Long Range Facilities Committee, it was easy to see that even in a small district, or maybe especially in a small district, there are strong political forces that influence the processes followed by the board to address these matters. It was evident that the superintendent must work closely with the board to solve problems and address needs in a collaborative and creative way while staying true to the core values of the members of the district (students, families, staff, community members). Annually, the board and the superintendent reviewed the goals of the superintendent and underwent shared opportunities for training and growth as well as shared the experience of a board retreat where roles and mutual expectations were reviewed and renewed. In the last five years, the major recurring theme in the political arena was the formula for funding of public education. Our board has been very outspoken in supporting a more fair way of funding the education of students no matter the wealth of the district where the student attends. The board was not concerned only with local concerns; they were involved in attempting to influence state level decisions. But as Tip O’Neill said, “All politics are local.”
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.
One of the most powerful experiences in this competency area was the use of the PDAS appraisal tool compared to the use of the clinical supervision model. I found it difficult to separate the knowledge I had of each different approach while using the other. It seemed that to gain maximum traction, both approaches should be combined in a hybrid where the philosophical basis of one was utilized within the structure of the other. While all curricular decision-making must result in effective practice where the rubber meets the road (in the classroom) the accurate and effective observation and supervision of pedagogy is paramount. This made me acutely aware of the importance of communication between supervisors throughout a district and that district’s curriculum department. Where as the curriculum department may not have the same opportunity to observe in classrooms and see the implementation of curriculum at the classroom level, the principal and other supervisors of instruction may not have the opportunity to participate in development of the curricular document and expectations of the district. A strong bond must exist there. At the same time, teachers who implement the curriculum must have a close connection to the teams that develop curriculum for the district and decision makers must know the needs of the teachers, the current best practices, and the most recent curricular changes and trends at the state, district, and national level.
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.
I participated in several activities designed to improve my proficiency with Competency 6. I analyzed benchmark data using the STAAR objectives to help identify needs for instruction, I analyzed discipline data in the Belton Middle school programs, I interviewed a board member about the board/superintendent relationship and I conducted a survey of stakeholders about the most current issues in teaching and learning. The analysis of the discipline data indicated that a consistent application of the district thrust to implement CHAMPS in classroom management is a problem. Where CHAMPS is not implemented with fidelity, there were inconsistencies in discipline trends across race and ethnic groups. More disturbing were the higher percentage of special education students that made up a higher percentage of discipline referrals than general education students. It highlighted the need to be sensitive to the needs of different cultures in both discipline and instruction (For example, the culture of poverty) and to be well versed in the current best practices in both instruction and discipline techniques that will address the needs of a diverse group of learners. All of this also pointed to the importance of implementing a change process that brings all stakeholders on board for the needed change.
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 most effective activity I was able to participate in to enhance my proficiency in this Competency area was to analyze the staff development calendar of my new campus. This is a brand new campus consisting of mostly transferred teachers from within the district. This campus was not the first choice of all of the teachers. Some were forced here, some chose it, others were new hires. Because we are implementing a new initiative of one-to-one iPads at the campus, the level of professional development necessary to implement the initiative, including implementation of Challenge Based Learning, was really unknown. At first we focused on giving teachers the familiarity with the new tool. At the same time, we had to learn about CBL while learning about the technology. Additionally, we had no established campus culture to include rules and procedures. Our tactic was to imitate the rules and procedures from other district middle schools and tweak them to fit our physical building. What we learned was that flexibility was key. Many adjustments were needed throughout the first semester. There was a natural ebb and flow with excitement and frustration at the learning process while we developed our culture and developed professionally. It was as if we were building an airplane while flying it. At the same time, it was evident that we had to stick to our master plan of providing professional development on all aspects of the instructional program. We had to listen to the voices of the teachers and read the signs that told what professional development was needed at strategic points throughout the school year. For instance, when we developed disturbing trends in student discipline, it became evident that we needed to sacrifice some training on technology in order to revisit and explore the CHAMPS classroom management process. We knew that we would not get far if we did not address the most pressing issues of classroom management first. The key principle is that staff development must be relevant in order for teachers to attend and leaders must be able to perceive staff needs based on data and observation as well as listen to stated needs in order to provide the most relevant professional development.
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.
The activities I have participated in under this competency have truly caused me to pause in considering taking on a position of district level leadership. This competency is the stuff of fiscal responsibility. I have realized as a result of my experience in this area that the district leader has a responsibility as a public servant to be a good steward of the resources provided by the tax payers of the district at the same time as the leader serves as an advocate for public schools and of children in his care. The scope of expertise necessary to responsibly manage a district budget in a way that is perceived by the board and the voters as fiscally responsible requires the leader to be strong and trusting in the business manager of the district. A district cannot be too cautious in ensuring that expenditures support valid district goals which will boost student achievement and benefit all students. Simply understanding the various codes, rules, laws, requirements related to the expenditure of local, state, and federal monies is an overwhelming task. A team approach is paramount to success. Rules and procedures must be followed meticulously in order to comply with expectations and periodic outside audits should be regularly welcomed.
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.
The activities in this competency area helped me realize that Physical Plant management is a complicated area of district management that also requires the superintendent to build a reliable team knowledgeable in the laws, rules, and regulations of a variety of construction issues and various other student services. My first activity was to shadow the maintenance director. Since the district is growing, this experience entailed visiting construction sites and meeting with construction managers and general contractors as well as supervision of custodial staff, grounds crews, and maintenance personnel ranging from mill and cabinet makers to HVAC repair men. Coordinating their efforts to ensure that the physical plant is functioning in a safe and comfortable manner is often overlooked by the campus based personnel until the physical plant is not functioning properly. Without an employee experienced in construction trades and the laws, codes, and regulations that govern maintenance, mistakes that could cause safety concerns or cost huge amounts of money to fix could result. Also, failing to maintain the physical plant has detrimental effects on student learning. The second activity I participated in was a interview of the transportation and child nutrition directors. This was also an eye opening endeavor since my expertise in these areas is non-existent. A colleague once summed up situations such as this by saying, “We don’t know what we don’t know.” I didn’t know how much I didn’t know about nutrition, transportation, maintenance, or health services. In these areas, it is paramount to hire personnel knowledgeable in these arenas. A school administrator probably could not come up through the system and take over these roles without specific experience in these areas.
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.
The best experience I had to prepare for this competency area was to interview the principal of the new middle school to determine why the one-to-one iPad initiative was implemented at the new middle school. The meeting was a case study in leadership and allowed me to observe her implement appropriate leadership skills, techniques, and group process skills to define roles, assign functions, delegate effectively, and determine accountability for goal attainment. This is a new campus made of teachers from the previously staffed middle schools in the district and bringing this staff into a cohesive team took all of these skills. Throughout the first semester of the new school year problem solving techniques had to be applied creatively and sincerely in order to work toward solutions that were good for the culture of the school and for student achievement. She definitely had to encourage and facilitate positive change, enlist support for change, and overcome obstacles to change in varied educational contexts. I believe that campus level experience in this competency translates well to district level leadership.
Blog Follow-Up:
Reflecting on the internship activities I have completed has really made me more confident in my familiarity with the competencies and my mastery of them. Summing up the experiences in one place has helped me to remember the experiences and realize the great amount I have learned over the course of the last seven months. It has also helped me to realize that experiential learning is powerful and fast when combined with the more traditional learning we have completed in the courses.
First Day:
Objective: Familiarize myself with the key stakeholders on whom I will rely to accomplish my main job tasks
Goal(s):
· Meet each direct report face-to-face;
· Make some type of contact (face-to-face, phone, or email) with each key stakeholder.
Activities addressing goals and objectives:
· Meet my direct reports,
· Meet my direct supervisor,
· Create a list of key stakeholders,
· Schedule time to meet with my direct supervisor to develop personal professional goals.
· Schedule time to meet with direct reports to develop goals,
Resources needed to achieve goals and objectives: Time, secretary
First Week:
Objective: Familiarize myself with the key issues associated with fulfilling my mission
Goal(s):
· Conference with each direct report to set goals and identify needs,
· Review the campus and district plan to identify expectations of my position,
· Meet with leadership team to discuss campus needs, direction, history of the campus
· Familiarize myself with current campus procedural routines to include safety, schedule, duty responsibilities, etc…
Activities addressing goals and objectives:
· Conference with my direct supervisor to set goals for myself in the new position.
· Conference with and set goals with my direct reports.
· Meet with key stakeholders such as team leaders, PTA officers, department heads to discuss their department needs.
· Conduct a “day in the life of a student” walk through.
· Ask questions, take notes, ask more questions.
Resources needed to achieve goals and objectives: Time, Access to Information, Time with Supervisor
First Month:
Objective:
· Formulate, refine, and begin communication of my vision for the campus/department
· Conduct business.
Goal(s):
· Sell (present) the informational basis for my vision and direction for the campus to the leadership team
· Lead a team in development of a plan of action (revise campus plan, make decisions about hiring and discretionary funds.)
· Plan staff development time with the entire campus to support the vision.
Activities addressing goals and objectives:
· Communicate constantly and consistently with my direct reports (AP’s, counselors, secretaries, team leaders, lead custodian)
· Communicate constantly and consistently with my direct supervisor about goals, direction, progress, obstacles, and possible solutions.
· Develop and implement a communication plan to pass pertinent information to key stakeholders.
Resources needed to achieve goals and objectives: Time, Access to Information, Time with Supervisor
First Year:
Objective: Achieve goals set during the visioning process.
Goal(s):
· Refine communication strategy for all groups of stakeholders to ensure all have a voice in the plan to achieve the goals set.
· Remain flexible in strategies used to achieve goals but remain steadfast in the expectations or standards to be reached.
· Marshall resources to achieve goals.
· Consistently communicate the vision.
Activities addressing goals and objectives:
· Communicate constantly and consistently with my direct reports (AP’s, counselors, secretaries, team leaders, lead custodian)
· Communicate constantly and consistently with my direct supervisor about goals, direction, progress, obstacles, and possible solutions.
· Lead an effective SBDM committee that revisits multiple sources of data to guide future goal setting
·
Resources needed to achieve goals and objectives: Time, Access to Information, Time with Supervisor
Blog Follow-Up:
My previous experience in filling new duty positions has not included a plan to set goals for the first day, week, month, or year in the position. The job entry plan is not something I would have thought to write on my own. In obtaining previous positions, I have had to plan but that was usually after taking the position and always done with a bit of panic pressing me to do so. To sit down before even applying for a position and writing goals is far more forward thinking than I have been accustomed to in the past. I think it is a brilliant idea. I already feel more confident in my ability to take over a principal position because of this forethought. This was a great experience and one that I will repeat prior to my next job interview.
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