Comprehensive Final Report

Superintendent Certification Preparation Program

Comprehensive Final Report

David Warren

Part A of the Comprehensive Final Report: Career and Leadership Goals

Leadership Goals:

When considering the time, energy, and expense of this Superintendent Preparation Program I have had to ask myself why I want to lead. Each time I search within myself I conclude that leadership of students and educators is a calling. I am currently in a position where my spirit feels satisfaction and significance in that I am helping build up people and their ability to impact the future of my community and the world. I have always had a history of preparing myself for good things to happen, not necessarily to achieve a certain title or pay grade. For this reason I can honestly say that, while I am open to someday becoming a superintendent, I am also satisfied with the learning I have experienced through this program, and am simply open to opportunities to serve others that may arise from the experience and perspective of my coursework. As a leader of any sort, I seek to continually inspire others with a love of learning and a love of relating to others. The benefits of education are the relationships that result – relationships with ourselves, with one another, and with the world around us. I personally have benefitted from the investment that others (both formal and informal educators) have made in my life, and I am now compelled to pay this forward to the community around me. Now through this program I have benefitted from the strategic relationships and connections that I have pursued and developed in order to gain a greater sense of what helps make a school system work most effectively.

Career Goals:

I am enrolled in this Superintendent Preparation Program in order to ultimately become a superintendent for a school district in Texas. In my career I have assumed the positions of teacher leader, campus instructional specialist, and summer school program principal; I currently serve as a middle school assistant principal. In my pursuit of a superintendent position I plan to serve in the following roles moving forward: high school assistant principal, secondary campus principal, assistant superintendent, and superintendent. I name these positions specifically because I observe this as a traditional path among the leaders in my district pursuing similar career goals. Additionally, I believe the positions I will seek moving forward will add to the perspectives I already have developed based upon prior positions held. When ready to apply for the superintendent position I will need to have the confidence and credibility that will make me an effective leader, and the named positions will give me these qualities.

Part B of the Comprehensive Final Report: Summarizing Leadership Experiences in each of the SBEC 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.

The first SBEC Superintendent Leadership Competency emphasizes integrity, fairness, and ethical behavior. In my role as Middle School Assistant Principal I have been able to develop and practice these components of my leadership throughout this past year. Part of my internship plan involved selecting various interpersonal skills from a given list in order to develop my leadership ability throughout the school year. I selected the following four skills to emphasize:

♦ Avoids criticizing and values diverse opinions/perspectives

♦ Avoids interrupting others who are speaking

♦ Acknowledges accomplishments of others

♦ Acknowledges feelings and mood relationships within the group (when leading meetings)

My selections were made based on areas in which I know I can grow; also, other options available for selection already represented perceived strengths. With regard to “Avoid(ing) criticizing and valu(ing) diverse opinions/perspectives,” I made a concerted effort to recognize the efforts of teachers in the classroom who created effective learning environments in ways that I would not have envisioned. I have learned that just because I would not do something a certain way does not make it wrong or ineffective. In “Avoid(ing) interrupting others who are speaking” I made an effort to keep eye contact during conversation, and to truly listen to others as opposed to waiting for my turn to speak. Restating what I heard was a strategy I often used this year in order to clarify the points that others would make. “Acknowledg(ing) the accomplishments of others” was yet another area of focus for me this year. Recently, I was able to alleviate tension in a meeting between my head principal and a teacher when I first acknowledged how hard the teacher works to make a difference for students.” This simple recognition and appreciation demonstrated towards the teacher helped reset the conversation on a more positive note and resulted in a productive meeting. Finally, in this same meeting I was able to “Acknowledge feelings and mood relationships within the group” in order to move forward in the meeting towards a productive outcome. By sharing how I perceived each meeting participant felt, and then stating the reasons behind these feelings, I was able to add validity to each party’s perspectives and to help both parties reach a productive conclusion to the meeting.

Another way that I worked on developing integrity, fairness, and ethical behavior this year was by attending board meetings and observing interactions between board members, the superintendent, and the community. In summarizing my overall perception of these many meetings, it was apparent how each participant worked to respect the voice of the other meeting members. As a result of my experiences in these meetings, as well as through my efforts to grow interpersonal skills throughout the year, I was able to improve myself in the context of SBEC Competency One. I developed integrity by acknowledging and valuing diverse opinions, I grew in fairness by allowing others to share their uninterrupted perspectives, and I grew ethically by observing a solid model of appropriate behavior demonstrated at local board meetings.

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 second SBEC Superintendent Leadership Competency emphasizes the ability 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. In my role as Middle School Assistant Principal and district contributor I have been able to develop and practice these components of my leadership throughout this past year with a variety of activities.

First, I was able to review and compare two different school vision statements. In comparing the statements between two local campuses, I noticed how one statement focused on developing the unique qualities of students, while the other emphasized high standards of achievement. This made me reach out to the respective principals to learn more about each campus, the culture, the community, and the perspectives of each leader. Next, I reviewed the strategic plan for my district. In this process, I also interviewed central office personnel and learned about the District Strategic Team (DST). The DST is a lesser-known committee comprised of department directors and key central office leaders. This team works to represent diverse interests across the district and to support the district strategic plan, specifically through programs and initiatives to support learner engagement and high levels of achievement. Another activity that I enjoyed related to competency two was to review the ways that data is used to impact practice in the district. I learned more about the new Aware system for data analysis, the concerns about over-complicating the data analysis process, and the need to send a consistent message across the district about data analysis expectations. Next, I met with several interested parties regarding the upcoming initial phase for a one-to-one technology initiative. While much energy and excitement was expended praising the benefits of this implementation, there were also many concerns about the level of support required for success, as well as the proposed timeline. Finally, I had the opportunity to be a part of a local campus leadership team deciding about scheduling for the upcoming school year. The head principal implemented a collaborative decision-making process to decide the number of lunch periods each day, and the implications of each option.

Through the combination of my diverse activities related to competency two I now have a better perspective on how district culture is developed and supported where I currently work. In most of my experiences with a variety of stakeholders I have witnessed consistency of practice even across a variety of leadership contexts and educational programs. As a result of my activities I am now better prepared to shape district culture from a variety of leadership positions, including the Office of the Superintendent.

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 third SBEC Superintendent Leadership Competency emphasizes the need 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. In my role as Middle School Assistant Principal and district contributor I have been able to develop and practice these components of my leadership throughout this past year with a variety of activities.

As a campus leader I have had numerous opportunities to lead the faculty in faculty meetings and staff development sessions. This year, I co-lead our campus academy week before students returned to campus. This included leading a book study on Sean Cain’s The Fundamental 5, recapping last year’s achievements and the data that supported growth, coordinating numerous trainings and activities, and leading a nuts and bolts session on highlights of the faculty handbook. Most of the surveyed feedback indicated effective leadership and useful sessions, with the main requests calling for technical help, increased classroom preparation time, and individual-specific needs.

I also had the opportunity to hear from the district Communications Director about public relations. Perhaps the most interesting revelation was the district findings about website traffic. More than any other issue or article, the most widely read website items are consistently human-interest stories. The Communications Director emphasized the importance of connecting faces and stories to the often impersonal decisions and data involved in leading schools. When leading the community through the process of a Tax Ratification Election, the district emphasized personal stories and the faces of those who would benefit along with the logical arguments of data and numbers. This strategy proved to be effective as the election passed.

Another opportunity to grow in the area of communications came when I had the opportunity to propose and develop a plan to partner with more families of English Language Learners. In co-founding the English Language Learners Family night, our campus is excited to now partner this event with AVID family night in order to emphasize a college-going culture. In pairing these two events the campus is excited to promote the idea of college to all students, even those learning the English Language. Parents will be exposed to new supports and expectations that are available to their students even in middle school. The hope is that such an awareness and partnership of events will develop a relationship between the campus and families that historically have been less connected to the school.

Along with this intentional effort to partner with diverse families our campus now also supports the promotion of diversity awareness through Black History Month and Hispanic Heritage Month campaigns. Each of these efforts incorporates a luncheon that features keynote speakers and cultural elements. For Black History Month there has also been a featured assembly with recognition of contest winners, invited speakers, and musical performances. There is now also brainstorming underway to feature Asian-American awareness in light of this growing campus population.

Finally, in an effort to better understand the social needs of a diverse student body, I sought out a list of social agencies that are available to help assist those in need. I reached out to our Communities in School liaison who works to assist our campus and students as is necessary. I learned about several key contributors from the community, and I received a fifteen-page list of social agencies that have a partnership with the district.

Through the combination of my diverse activities related to competency three I now have a better perspective on how communication and stakeholder collaboration are critical to the success of a school district. In several situations I gained new learning, and I witnessed the application of communication and partnership in a variety of contexts. As a result of my activities I am now better prepared to shape district culture from a variety of leadership positions, including the Office of the Superintendent.

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 fourth SBEC Superintendent Leadership Competency emphasizes the need to achieve the district’s educational vision through responding to the larger political, social, economic, legal, and cultural context, including working with the board of trustees. In my role as Middle School Assistant Principal and district contributor I have been able to develop and practice these components of my leadership throughout this past year with a variety of activities.

The opportunity to compare the job description and evaluation instrument used for the principal was an effective exercise. While the job description addresses the various needs a principal candidate must posses, only upon reviewing the evaluation instrument does one recognize the detailed expectations for impacting educational performance placed upon the shoulders of the principal. In reviewing the expectations for the principal to be the instructional leader on campus, it is refreshing to see the theory of my training placed into practice. In the district where I am working, practical applications match theoretical expectations for the principal to impact student achievement on a regular basis. Indeed, the district mantra rings true in this instance: “Leadership Matters.”

In addition to the role of instructional leader, the head principal is also expected to connect with the community through a variety of partnerships, both formally and informally. Through explicit connections, the principal can impact public perceptions and support of the campus and the district at large. Through informal promotion of the specific school as well as education in general, the principal serves to represent public relations in the most favorable light.

In reviewing school board agendas I have had the opportunity to see the development of major school initiatives over time. Typically, a major initiative will be presented to the board as a budding idea to be further researched. In time this matter is re-presented until a formal proposal is eventually submitted for approval. This has occurred twice in recent history with the development, proposal, and approval of two major district initiatives: a one-to-one technology campaign and a project-based learning model for education. In each instance, the superintendent and the school board have reviewed, commissioned further research, and have ultimately approved the initiatives, thus dedicating time, energy, and money to the efforts deemed in alignment with the district mission.

Finally, I had the opportunity to discuss effective collaborative relationships between the superintendent, the board, and the community, with both a school board member and a campus principal. In each instance the participants emphasized the need for genuine student interest to drive the relationship, and for all parties to be open and honest in their communication. While compromise must be a part of the dynamic, consensus can still be achieved in that all parties agree to hear all voices on a matter, and that everyone understands that student success, above all, is the driving force behind all decisions.

Through the combination of my diverse activities related to competency four I now have a better perspective on how the superintendent can work to achieve the district’s educational vision through the strategic relationships and understandings that develop with the school board and with the community at large. In several situations I gained new learning, and I witnessed how strategic relationships and partnerships built on openness and clear communication helped promote the district vision of learning for all. As a result of my activities I am now better prepared to make an impact through the development of key relationships that allow for greater influence in the larger community.

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.

The fifth SBEC Superintendent Leadership Competency emphasizes the need 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. In my role as Middle School Assistant Principal, and from my former experience as a campus instructional specialist, I have been able to develop and practice these components of my leadership throughout this past year with a variety of activities.

This year I was part of a textbook adoption process for both campus areas I supervise: mathematics and science. In each instance I had the opportunity to work closely with the teachers and coordinators directly involved with this process. For each of these decisions the coordinators hosted opportunities for vendors to solicit their programs, the stronger candidates emphasizing online support and resources, and consumable-styled “textbooks.” In each process the coordinators lead the teacher-based committees through exercises to determine the priorities of the current curriculum and the most desired practices in place. The product that was selected was the resource that best matched up with the pre-determined priorities identified by the respective committees.

Perhaps the most involved I have been in any learning experience related to my internship has been the process of student class scheduling. I am the primary administrator in charge of developing the master schedule for my campus. This involves setting the schedule for all teachers and classes, and the availability of course offerings for nearly 900 students. This was the second year I have lead this process, and I am learning more about all considerations and strategies nearly everyday. After establishing the schedules of non-negotiable “singletons” (courses only offered once a day), I then had to carefully schedule other specialized courses so as not to conflict with one another. Ultimately, there is never one single perfect arrangement, rather a schedule that minimizes conflicts and creates maximum flexibility. Additionally, it must be understood that a seemingly simple change in one aspect of a single class usually results in a domino effect that impacts many other courses. Ultimately, master scheduling is a very detailed process requiring patience and a “big-picture” understanding of the interconnectedness between course offerings.

In observing an instructional assistant go about her daily duties, I also gained appreciation for this role as it impacts student performance. The ESL aide on my campus is involved in the pre-planning process, the classroom instruction delivery, and in the data collection and monitoring of specific students. The effectiveness of this position is largely dependent upon the designed intentional duties planned for each class period. Without proper planning the aide, while still effective, can waste precious minutes trying to get in synch with the design and function of the class.

One campus interest of mine is the planning for our UIL Academic teams. Working with the UIL Campus Coordinator I have had the opportunity to assist with UIL coach monitoring, with event coordination and supervision, with spirit events, and with student support. Through this process I was able to influence the process for recruiting star performers, transitioning from a requested invitation to a more of a talent recruiting approach. As a result, our campus has been able to improve our performances, and even won a district event this past year. Yet another opportunity that I have experienced to gain a better understanding of the bigger educational picture on campus has been serving a role in special education meetings. In facilitating

an effective special education meeting, especially in an ARD meeting, it is essential to not only have an understanding of the technical and legal requirements, but to also be able to communicate clearly and effectively with all parties involved in the meeting. Also, it is important to have a timekeeper to monitor proceedings, as some meetings can easily get lost in discussion and run longer than planned. Also, when initially serving in an administrative role for these meetings, it is important to communicate with the special education team in order to establish clear expectations for the facilitation of an effective special education meeting.

Through the combination of my diverse activities related to competency five I now have a better perspective on 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. In several situations I gained new learning, and I witnessed how important prior planning and strategic thinking can impact student performance and results. As a result of my activities I am now better prepared to make an impact through the application of strategies to impact student achievement.

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.

The sixth SBEC Superintendent Leadership Competency emphasizes the need to advocate, promote, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth. In my role as Middle School Assistant Principal, and from my former experience as a campus instructional specialist, I have been able to experience firsthand the impact that professional development can make upon student growth.

One opportunity I had to develop my understanding of this competency was to learn more about student motivation. In surveying students through the principal leadership student team, I learned that students were primarily influenced by a desire to be noticed and appreciated for their growth, effort, and achievements. Some of the ways the campus meets this need is to offer recognition awards and ceremonies, to give away school spirit “swag” that is earned through demonstrated acts of character building, and opportunities for small prizes based on acts of kindness. Students respond to these incentives, not because of any grand physical reward, but rather due to a sense of pride in being recognized and appreciated.

Another area I have been able to observe in my internship plan is the use of various technologies in the classroom. Most core teachers have a SMART Board for use with instruction, as well as other devices available, including remote control responders, graphing calculators, and a growing number of tablet devices. Additionally, the district is providing an influx of tablet devices for use with the project-based learning initiative. While the availability of diverse technology is abundant, something that is newer is the professional development and training to support the effective use of such devices. Additionally, several campus experts are trained with regard to each technology, and can be a “go to” resource for the faculty.

With regard to the district’s efforts to implement project-based learning, I have also been a part of the trainings to support this initiative. By applying the Engage Learning model for PBL, the efforts to implement this approach district-wide have been organized and supportive. Furthermore, the phase-in approach for this initiative is thoughtful and strategic, allowing for gradual implementation so as to not exceed the capacity for training offered by the district.

Through the combination of my diverse activities related to competency six I now have a better perspective on how to support student growth through professional development. In several situations I gained new learning, and I witnessed how strategic plans for training are as important as new technology itself. As a result of my activities I am now better prepared to make an impact through the support of professional learning.

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 seventh SBEC Superintendent Leadership Competency emphasizes the need 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. In my role as Middle School Assistant Principal, and from my former experience as a campus instructional specialist, I have been able to participate in the staff evaluation process, and in the professional development planning for our campus.

In many instances over the years I have been responsible for the development and leading of staff development in a variety of contexts. Most recently, I designed and co-lead campus training for all faculty members on how to properly implement the English Language Proficiency Standards (ELPS). The need for this training was determined due to the legal requirements of implementing the ELPS, as well as an identified performance gap between language learners and the general student population. Upon reviewing the participant feedback from the session, the responses were mostly positive, indicating clear instruction and engaging activities on a necessary topic.

Another way I have had the opportunity to evaluate staff and potential staff is to be a part of numerous interviews for faculty openings. This past year alone, I have been a part of the evaluation and hiring of three science teachers and a long-term mathematics substitute teacher. As part of this process I was trained by the Human Resources Department on how to use the district data base system to research applicants, how to use Insight personality scores to rate the potential growth of future teachers, and how to use strategic interviewing approaches to effectively and fairly interview teacher candidates.

In addition to these activities, I also conduct regular classroom walkthroughs, formal observations, and regular teacher meetings for the purposes of evaluating and improving the skills of professional educators. I regularly receive ongoing training and evaluative calibration from district-lead exercises. By emphasizing my role as an instructional leader, I am regularly in classrooms to help support and guide instruction.

Through the combination of my diverse activities related to competency seven I now have a better perspective on how to support student growth through professional development and educator evaluation. These activities include regular professional development design and implementation, strategically evaluating and hiring quality staff, and consistently evaluating and supporting education professionals. As a result of my activities I am now better prepared to impact teacher performance through evaluative procedures and professional support.

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 eighth SBEC Superintendent Leadership Competency emphasizes the need to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application. In my role as Middle School Assistant Principal I have had limited exposure to budgeting, with more exposure to management. My internship plan, however, has given me opportunities to balance out my experiential deficits, and I am more knowledgeable about this competency than when I began this program.

In working as an Assistant Principal I have had numerous occasion to observe and evaluate my office assistant. More than simply a secretary, I see how grace under pressure, calm thinking in the face of deadlines, and flexibility, are all key components of a successful administrative assistant. Additional expertise with a variety of technologies is also required, as the assistant must often navigate through textbook databases, locker databases, student information systems, and other technologies for organizing and maintaining the school.

I also participated in projects that allowed me to supervise and manage staff and school systems. One experience was serving as a summer school assistant principal for the district. I was able to oversee the hiring, management, and support of summer staff, as well as receive training on conducting standardized testing, and arranging a daily schedule. This experience gave me a taste of managing a larger school system built from the ground up.

The next project that gave me experience in effective leadership and management was serving as a leader and mentor for the Aspiring Administrator’s Institute. Working with teacher leaders who desire to be hired as administrators, I was able to give advice and perspective about not only getting hired, but on how to be an effective administrator. Other responsibilities included managing the design of the program and selecting appropriate activities for participant development. At the conclusion of the program, I also gave input on improvement for the following year’s plan.

I also had opportunities this year to network with other principals, and to compile a list of organizations and resources to support educational leadership now and into the future. Some of the recommended organizations include the Texas Association of Secondary School Principals, the national Association of Secondary School Principals, and the Association for Middle Level Educators. Journals include Principal Leadership, Educational Leadership, and the Texas Educator’s Legal Digest. Finally, recommended books included What Great Principals do Differently, by Todd Whitaker; Leading in a Culture of Change, by Michael Fullan; and Courage, Passion, and Vision, by Francis Duffy. This experience has opened my eyes to the need for ongoing support and education on the part of an effective educational leader.

Through the combination of my diverse activities related to competency eight I now have a better perspective on how to be an effective leader through the management of personnel, programs, and school systems. In several situations I gained new learning, and I witnessed and experienced strategic plans for effectively managing in schools. As a result of my activities I am now better prepared to make an impact through effective and systematic management and leadership.

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 ninth SBEC Superintendent Leadership Competency emphasizes the need to apply principles of leadership and management to the district's physical plant and support systems to ensure a safe and effective learning environment. Fortunately, while my experience in this area is limited, this is an area of strength for my professional mentor and head principal. Through lengthy discussion and exposure to my principal’s expertise, as well as diverse activities related to this competency included in my internship plan, I am more knowledgeable about this competency than when I began this program.

In meeting with the head custodian to review job responsibilities, I learned there is sometimes an uneasy tension between the expectations of a campus and the expectations of the contracted custodial company. The head custodian conveyed how she was shorthanded and limited in supplies for the summer, even as the principal expected certain tasks to be completed. One key to effective custodial performance is a clear channel of communication between the campus leader and custodial manager.

In meeting with the director of transportation, I learned about the pressures of maintaining efficient schedules even in the midst shorthanded staffs, malfunctioning equipment, and misbehaving students. The balance of finding which busses need aides is a real challenge, especially as only some of the busses have functioning cameras. Also, determining the correct number of busses, especially as some routes result in packed busses, is a real challenge. One effective strategy is to establish assigned seating charts at the onset of the year. This requires additional work up front, but results in a bus that is easier to manage over the long run.

Interviewing the district food services manager revealed new challenges in light of stricter federal guidelines for cafeteria menus and offerings. The food manager shared how there is pressure to avoid losing money through their program, to appeal to student tastes, as well as to meet the restrictions set out by the government. In the midst of this struggle, the department also rolled out a newly imagined redesign of some food service lines in order to project a positive and current image with students. More student feedback has also been a real effort for the department, as they are striving to meet the taste demands of its customers.

Through the combination of my diverse activities related to competency nine I now have a better perspective on how to be an effective leader through the management of the physical building and supporting departments related to school function. I learned there is often tension between the needs of the campus and the desires of contracted companies hired for help with cleaning, transportation, and food services. Throughout the struggles, however, I have witnessed the importance of open communication between all parties in order to impact effective changes for the better. As a result of my activities I am now better prepared to manage many of the campus departments in order to support the core business of creating an effective learning environment.

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 tenth SBEC Superintendent Leadership Competency emphasizes the need to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts. In my role as Middle School Assistant Principal and district contributor I have been able to develop and practice these components of my leadership throughout this past year with a variety of activities.

I had the opportunity to meet with the district Director for Learner Support and learned more about the district plan for a one-to-one technology initiative. In my meeting I learned about the District Strategic Team and the process for rolling out a major district initiative. I learned about why the district felt this initiative was important, and the process behind supporting the implementation given district capacity constraints. I also had the chance to speak with several people impacted by the coming change: a teacher, a technology support team member, and a student. The teacher was excited, and eager for the training and support, while also being hesitant about something so dramatically new. The technology team member was realistic about a heightened need for technology support for both teachers and students. The student was excited for access to a new device, but wanted to make sure it was used to enhance learning experiences and not just a glorified typewriter or calculator.

In meeting with a school nurse I learned how they are required to notify and train staff on the health support they might be required to administer to students in need. Not all staff members are eager or comfortable with the responsibility of student health issues, but the nurse emphasized district level training as an available resource. Also, there is major push to educate the staff on its own health needs, and the campus coordinated health committee is a major organization for promotion of a healthy lifestyle. Some health movements, like student nutrition and health education, do not fall directly under the management of the school nurse, but the nurse may work with others to help promote the various initiatives and programs in place.Through the combination of my diverse activities related to competency ten I now have a better perspective on how to be an effective leader when implementing positive change. Change can sometimes be implemented at the highest of district levels, such as with the one-to-one technology initiative, or can be lead at the local campus level by someone like the school nurse. Throughout all the changes, however, I have witnessed the importance of proper training in order for all staff members to feel supported in implementing new ideas. As a result of my activities I am now better prepared to manage many of the campus departments in order to support the core business of creating an effective learning environment.

Part C of the Final Report: District Improvement and Recommendations

The district where I work is currently phasing in a one-to-one technology initiative. This was begun over the summer when ninth grade teachers and all secondary administrators received MacBook Air devices in preparation for the student rollout of devices in January. Initially, the district plans for all ninth grade students to receive devices, and in the following years other grade levels will be included until full implementation is achieved. Additionally, middle school classrooms are receiving iPad mini devices to support the Project-Based Learning initiative. Eventually the two initiatives will fully merge throughout the district.

While there has been much careful thought and strategic planning for the technology initiative, there are also several concerns that are apparent. First, in the faculty and administrative rollout of the plan there have been numerous technology challenges. Some of these include the inability to print files, disappearing email accounts, and the inability to download needed programs through self-service options, among other concerns. The district is actively working to upgrade their system and support staff in order to meet, not only the current needs of adults, but also the upcoming anticipated needs of students in January. A second concern of the initiative is the lack of student input in the device selection process. While there is no doubt that the district spent considerable energy in the process of choosing the MacBook Air laptops, there was no student input in this process. The concern is not so much a critique on the selected device, as the MacBook seems to be a promising top-notch selection; rather, there is no guarantee that the selection would be the preferred device of students. As more students are becoming used to tablets or tablet-laptop hybrids, it would have been interesting to consider these options as a more practical device for student use. A third concern is the perceived initial lack of district-wide support for using new devices to transform educational practices. There have been some isolated trainings in the Substitution, Augmentation, Modification, and Redefinition model of technology usage (SAMR), but there is not yet a district-wide awareness of the transformative possibilities (and expectations) of innovative device usage. What is not an option: simply using limitless technology as a word processor, slideshow presentation, and Internet browsing device.

If some concerns in the district initiative are evident, so too are positive actions that must be sustained. The first area for praise is in the foundation of professional development that supports device usage. This includes device orientation, and a network of collegial support for troubleshooting and usage ideas. The kindling has been sparked in a manner of speaking, and now the district must fan the flames of master teachers and technology support to build confidence and capability in its users. This also includes the transition from support in basic device usage to the necessary support required for widespread and innovative educational transformation. One way that the district has begun to address this is through the cross-support of one-to-one integration with the rollout of another initiative for project-based learning (PBL). Unlike the technology efforts, project-based learning is beginning at the primary and middle school ranks. In the years to come, these initiatives will overlap completely at full-implementation levels, but in the meantime there is careful consideration of the preparations needed to complement each plan. As PBL is being rolled out, there is classroom technology access that will lay the groundwork for eventual one-to-one student device integration. Similarly, some of the early dialogue about innovative technology usage includes project research and completion, albeit on a less formal level than what is planned for the earlier grades. Finally, this year the district co-hosted a visioning conference with other neighboring districts for the purpose of collaboration and support primarily concerning PBL and one-to-one integration. As the district continues to move forward with the implementation of these two initiatives, the support and collaboration of neighbors who are finding success or who are in similar circumstances will help establish the positive impact of the district’s efforts.

As a result of my involvement in the implementation and training processes for the one-to-one technology initiative, I am recommending specific actions to increase the likelihood of full implementation and program success. First, I propose sustained and further collaboration and support with neighboring districts. In addition to the conference that was held over the summer, I recommend cross-district visitations by key leaders. I also recommend cross-district and shared professional development to enhance the network of support for implementation. Another recommended action is to implement a more focused and specific SAMR

training plan. This would include the training of all staff members who are leading students with the new technology, and should also be lead or co-lead by their respective content coordinator. The ideal setup would include a step-approach where teachers could first be trained in Augmentation, later in Modification, and finally in Redefinition. My last recommendation for successful technology implementation in the district is to create an online academy that incorporates the use of devices by students, along with the graduation requirement of at least one course completed online during the K-12 experience. This plan would necessitate the creative use of student devices, would leverage some of the other strengths of the district in terms of resource consolidation, and would better prepare students for real-world experiences as an increasing number of college programs incorporate, at least in part, and online component. This could be modeled after the Florida Virtual Academy that runs with great success, and also increases student flexibility throughout the State of Florida.

In evaluating the success of the one-to-one initiative, there are four specific criteria I encourage the district to monitor. First, the district should track annual student and family perception surveys. Students should have the opportunity to regularly voice their opinions and perspectives on the devices they use and the ways in which they would like to use them. Families, too, should have the opportunity to weigh in on how they see the devices impacting their children. Next, educator perception surveys should be considered. Teachers should have the opportunity to express the strengths of the program, as well as the challenges that need to be overcome, along with the ongoing support they will need in order to successfully lead their students. Student performance data should also be considered, as well. One of the main arguments for implementing such a technology initiative is that students are better engaged through opportunities that are created through such devices. Better engaged students are more likely to learn at higher levels, and this should be apparent on the overall state assessment scores and local assessment scores of students. Furthermore, student work can be evaluated using digital portfolios that track their projects and success throughout their time in the district. Finally, new opportunities should be recognized as they are in direct relationship with the new devices. This would include the implementation and expansion of online learning opportunities, virtual conferences, and other district practices and programs that directly result from every student having their own laptop.

My experiences this past year have given me insight on the initial decision-making processes, the early implementation, and the training to support the one-to-one technology initiative of the district. While the district definitely has a plan for phasing in new devices leading up to full implementation, there are still concerns and challenges to overcome. In the end, however, the potential to transform learning in the district for the betterment of all students seems like a real possibility.

Part D of the Final Report: Reflections on Reflective Leadership

In my Superintendent Certification Preparation Program I have had many opportunities to practice reflection as a part of my coursework and internship plan. This program has prompted reflection experiences through the use of blogs, through course and campus supervised logs, and through other organic opportunities to pause and look back on the value of my activities. In addition to simply adding value to the experience of preparing to be a superintendent, the program has also demonstrated value in the art of reflection itself. As I move forward as an educational leader, I will surely incorporate reflective practice as a part of continual growth as a result of my experiences in this program.

Reflection has proven to be valuable throughout my superintendent training. Through reflection I have been able to think about my activities in the greater context of leadership growth. Also, I have been able to compare my experiences to other valuable activities, and to make even greater meaning out of the bigger picture. Also, reflection helps me analyze why activities are valuable, how they could be enriched with changes in the future, and how I might rethink my experiences for additional value. Finally, different styles of reflection – from blogging with the potential for feedback from colleagues, personal journal reflections, and reflective dialogue – offer different benefits.

In several instances my Superintendent Preparation Program mandated certain activities that helped me learn about the way a school district functions. One such activity was interviewing a superintendent in my district. After reaching out to Joe Miniscalco, Assistant Superintendent of Learner Support, I learned about his perspectives on how to, not only get a job as a superintendent, but also strategies for how a Superintendent can get along with the school board, project success to the community, and avoid calamity by invoking a scripted 90-day plan. After this interview I was able to reflect on Mr. Miniscalco’s answers and advice with my program colleague, Mitzi Garner. By studying in this program with an accountability partner, I was also able to glean additional value from the program by dialoguing with my peer to reflect on the shared experiences we enjoyed. For the interview with Mr. Miniscalco, the two of us discussed the frank advice and stories he shared, and related this to what we already know to take place within the relationship between the superintendent and the board.

Another designed experience from this program was an interview with the District Business Manager, Jason Bird. In meeting with Mr. Bird I learned about how the district plans the annual budget, and the process for being financially accountable in the auditing process. Mr. Bird shared practical perspectives on school finance that complemented weekly readings and videos from the program coursework. As a part of my experience I was able to reflect on this experience through sharing on the course discussion board and reviewing feedback offered by classmates. Some of the value in this type of reflection was comparing my perspectives from this experience with the experiences of others as conveyed through this posting system. By commenting on the experiences and value added by others’ postings my own experience was enhanced.

A third experience that was prescribed through course assigned activities was taking a self-inventory and a practice assessment to help determine my readiness as an educational leader and a superintendent candidate. This process itself was helpful, but in quantifying my self-assigned scores and comparing the results to a practice assessment I was able to clearly identify areas of strength and weakness. In addition to this valuable realization, I also shared my experience and perspectives on my individual professional blog, The Principal’s Perspective. As this professional blog is public, I not only had the opportunity to receive feedback from my classmates, but I also received feedback on the blog site, as well as through discussion that was promoted by my district colleagues who became aware of my blog.

I also had opportunities to select and design experiences outside of the mandated program activities. One of the more significant opportunities that I designed was an interview with Jennifer Wilhelm, District Director of Learner Support. Prior to this interview, I had the opportunity to participate in the training and implementation of the district’s Project-Based Learning initiative. I was able reflect on my experiences in this interview, which helped make sense of my training and role in the bigger context of the initiative. Additionally, as I wrote about this interview in a course assignment, I was able to further reflect on my experiences. The main benefit in all of this was being able to better understand my role as an administrator in the overall plan to adopt, implement, and support the movement throughout the district.

Another instance where I was able to benefit from reflection was during the final interview with my Assistant Superintendent about my internship activity as a leader in the inaugural district Aspiring Administrator’s Institute. In this interview I was able to process my role in helping to cultivate future district leaders through my contribution in the design and support of this program to grow local talent. As a result of this dialogue I was able to coordinate a productive role in the next year’s plan for this program. Also, the reflective dialogue allowed me to hear from my superintendent about the value and role of a superintendent in the leadership development process.

A final example of the benefits of reflection can be seen in my opportunity to develop the campus master schedule. In this massive undertaking that touched nearly every member or my campus, I benefitted from reflecting on my progress, editing my work, and regularly processing with myself and others for current and future master schedule benefit. One way I reflected was in my communication with teachers on campus. After each phase of development I would reflect with teachers on the implications of new developments. Sometimes this reinforced my work, while other times, such reflection lead to edits that improved the flow of the scheduled day. Another way I reflected during the master schedule process was through dialogue with other administrators from other campuses. In the design phase of master scheduling I would regularly share my efforts with other, experienced professionals. Finally, I regularly recorded journal entries and made notes about my experiences and reminders in this process. As I lead master scheduling again in the future my notes and reflections will serve as a reminder on how to proceed.

As I have progressed through the Superintendent Certification Preparation Program I have benefitted from the practice of reflection. While I have utilized reflection in the past, I learned new methods of reflection this year. Some methods for reflection included personal dialogue with others, electronic posting with the opportunity to review responses, journaling, and a combination of all of these methods. As I move forward in my career as an educational leader, I will employ a reflective habit to help process and evaluate my decisions, as well as to make light of my actions in the context of greater district decisions. Finally, through reflection I will better understand where I have been and where I will go as a leader.

Part E of the Final Report: Three Year Professional Development Plan

Year One: 2014-2015

Goal 1

Increase family and community involvement on our campus

TExES Competency and Domain

Domain I:Community Leadership

Competency 3:Communicate/ Collaborate with families and community members

Objective

(What do you want to improve?)

Develop a parental plan for outreach and partnership with traditionally hard-to-reach families (LEP, LSES, single-parent, etc.)

Course Work/Book/ Workshops

(How do you want to improve?)

Bookstudy:A Framework for Understanding Poverty, by Ruby Payne

Bookstudy: Teaching with Poverty in Mind, by Eric Jensen

Workshop/Conference:

Region 10, ESC

TASSP

Mentor Professional Support

(Who will help you improve?)

PTO

W. Johnson, Communities in Schools Liaison

Wendy Burt, ESL Campus Coordinator

M. Curry, Principal

Date of Completion

June 2015

Evaluations

(How will you know you have improved?)

Increased parental event turnout/ involvement

Increased Student Attendance(goal: 97%)

Goal 2

Communicate the school’s previous and current performance based on the state accountability system


Domain II Instructional Leadership

Competency 5:Enhance teaching and learning by using … the current accountability system

Objective


Ensure all school staff members have a working knowledge of the accountability system and are monitoring its components to increase student performance



District Training (MISD)

Region 10 ESC

TASSP



G. Butler, Data and Accountability Director

Date of Completion

December 2014

Evaluations


Campus Academy presentation to include updated review of campus performance, reflective response

Increased monitoring of student progress in relationship to STAAR

Year Two: 2015-2016

Goal 3

Develop and implement a project-based learning (PBL) initiative


Domain II: Instructional Leadership

Competency 6:Advocate, promote, and sustain programs and cultures conducive to learning and professional growth

Objective


Student achievement will improve with PBL implementationdue to increased meaning and engagement




North Texas Visioning Institute Summer Conference

Region 10 ESC



J. Miniscalco, Assistant Superintendent

J. Wilhelm, Director of Learner Support and Professional Development

Date of Completion

December 2015

Evaluations


Appropriate faculty will become campus trainers for sustained implementation and support

Effective PBL implementation will correlate to evidence of student success as determined by improved assessment data

Goal 4

Campus will be a safe and secure school


Domain III:Administrative Leadership

Competency 9:Management of physical plant to ensure safety and effective learning environments

Objective


Improve the systems in place for addressing crisis and/or intruder



District training(MISD); Safety Audit process

Region 10 ESC

Mentor Professional Support (Who will help you improve?)

G. Hill, Safety, Security, and Transportation Director

Sergeant S. Holmes

Date of Completion

June 2016

Evaluations


Practice drills show evidence of quick and effective procedures

School health surveys reflect improved scores for safety and security perceptions

Year Three: 2016-2017

Goal 5

Develop a working knowledge of campus and district budgeting



Competency 8:Effectively lead and manage budgeting, personnel, resources, and technology

Objective


Budgeting review shows that effective campus and district budgeting adequately supports and sustains student success



School board meetings (MISD)

Region 10 ESC


M. Curry, Principal

K. Bouchez, Bookkeeper

J. Bird, Senior Director of Finance

Date of Completion

December 2016

Evaluations


A comparison of annual budgeting will reveal the percentage of expenditures directly supporting student learning has increased

Goal 6

Develop and implement a one-to-one technology initiative



Competency 8:Effectively lead and manage budgeting, personnel, resources, and technology

Objective


Student achievement will improve with technological engagement to enhance mastery and application

Course Work/Book/ Workshops (How do you want to improve?)


Region 10 ESC

Mentor Professional Support (Who will help you improve?)

J. Miniscalco, Assistant Superintendent

D. Spann,Chief Technology Officer

Date of Completion

December 2016

Evaluations


Assessment Data shows increased student achievement

Evidence of technology use across grade levels and core content areas

Evidence of teacher implementation in curriculum

Documents

Comprehensive Final Report