Saturday, December 12, 2009
Let's get ready!
Hope everyone is enjoying the break. We will have to get the gears turning in a few weeks.
Saturday, November 28, 2009
D3C1A1
With an ever-tightening budget, we had to cut our campus budgets to help reach our fiscal goals. This required finding alternate ways to pay for those essential items. Sometimes through grants. Sometimes through rearranging the money from programs that were over funded. And we even got to use stimulus monies this year. Don't know if that is good or bad yet. 3 hrs.
D3C1A10
We are trying to go paperless on our purchasing. We had to attend workshops on the procedures and now are training staff on the use of the system. 2 hrs.
D3C2A1
We needed mulch for the playground to be in compliance with safety codes. I got bids on the mulch and the lowest one (by far) required us to spread the mulch ourselves. We spent several days spreading mulch. 10 hrs.
D3C2A6
We have posted bus rules but the rules have not been reinforced for a couple of years. This is causing problems on one bus. We are working with the bus driver with reinforcing these rules. We have also put a paraprofessional and myself occasionally, on the route to help enforce the rules. We have also gotten bids to install cameras on the buses. 2 hrs.
D3C3A3
Resolved conflict involving two Kindergarten teachers regarding holiday week events. Also a couple of follow up meetings to ensure compromise. 2 hrs.
D2C1A5
Regularly test students using various instruments (AIMSWEB for RTI, TPRI, and other bench mark testing) to measure student success and accountability. Then disaggregate data to focus instruction and remediation where needed. 6 hrs.
D2C3A1
Attended two workshops discussing classroom management and use of technology to improve classroom success. Also receive monthly magazine on Texas School Business. 6 hrs.
D2C2A7
Worked with special education director in develping and implementing a program that will address the needs of dyslexia students in the Jr. High. Required the training of staff and the reassigning of duties to address student needs. 6 hrs.
D2C2A2
Along with other administrators and with the aid of local emergency management groups developed an emergency management plan that addresses the needs of the district as pertaining to the changing societal requirements. 8 hrs.
Friday, November 27, 2009
D1C1A4
Attended a PIEMS discipline workshop. The biggest issue was using common sense and ethical judgement when deciding punishment. Then presented the Chapter 38 data to the Superintendant and Board. 5 hours.
D1C4A4
Attended two board meetings where the adoption of local policies regarding technology use was discussed then acted on. Between meetings spent time with other administrators deciding on how to best address these issues in our school. 6 hours.
D1C3A10
Held evacuation drills. Invited the local media to help promote positive things in the school. Also keep local print media informed of events. 2 hrs.
D1C3A2
I personally write an events calendar for the staff that outlines weekly events. We have also researched, purchased, and implemented a calling system that will allow us to communicate with all stakeholders. 4 hrs.
D1C2A7
We have planned a small ceremony to recognize and thank our parent volunteers for the work they do. Include is recognition on the marquee. 2 hrs.
D1C1A2
On two separate occasions I had to impose rather harsh disciplinary consequences to students. I did so in accordance with policy and despite the negative attacks on myself and the school. 3 hrs.
Monday, November 16, 2009
Interview: Superintendnet/Board member - Nicks
Robert Wilson
Dr. Nicks
I interviewed Dr. Rodney Cavness for the superintendent interview and Mr. Jim Love for the board member interview. I found it interesting that for the most part their answers were the same. The only real difference was the vision aspect of the questioning.
Most important skills for a Superintendent
Having a vision and being able to implement that vision...see it through
Communication skills
Collaboration with the school board
Leadership of principals
Most difficult experience
Learning to deal effectively with the school board. It took almost a year to get everyone on the same page
Greatest accomplishment
Getting all 8 members of the Team of 8 on the same path. In doing so, improving fiscal accountability.
Improving academic focus and success.
Vision of the future
In developing a vision for the district it is the superintendent’s responsibility to organize all stakeholders and develop a vision. Then to communicate that vision and put people and resources in place to realize that vision. You have to know where you are going or you won't know how to get there.
Personally, to strive for success in all areas of the district; academically, athletics, other extracurricular activities, improving instruction, everything.
Most important skills for a board member
Communication of you ideas
The ability to listen
Most difficult experience
Personnel decisions. You are dealing with the lives and livelihoods of people.
Having to judge personnel is very difficult. You just do it and pray it is the right decision.
Greatest accomplishment
No single board member has accomplishments. You work as a team and have failures and accomplishments together. This is a concept lost in most training.
The passage of the bond was huge. To really modernize the science and computer labs was a big accomplishment.
Vision of the future
To have a cohesive, unified board
To implement some fiscal policies
Dr. Nicks
I interviewed Dr. Rodney Cavness for the superintendent interview and Mr. Jim Love for the board member interview. I found it interesting that for the most part their answers were the same. The only real difference was the vision aspect of the questioning.
Most important skills for a Superintendent
Having a vision and being able to implement that vision...see it through
Communication skills
Collaboration with the school board
Leadership of principals
Most difficult experience
Learning to deal effectively with the school board. It took almost a year to get everyone on the same page
Greatest accomplishment
Getting all 8 members of the Team of 8 on the same path. In doing so, improving fiscal accountability.
Improving academic focus and success.
Vision of the future
In developing a vision for the district it is the superintendent’s responsibility to organize all stakeholders and develop a vision. Then to communicate that vision and put people and resources in place to realize that vision. You have to know where you are going or you won't know how to get there.
Personally, to strive for success in all areas of the district; academically, athletics, other extracurricular activities, improving instruction, everything.
Most important skills for a board member
Communication of you ideas
The ability to listen
Most difficult experience
Personnel decisions. You are dealing with the lives and livelihoods of people.
Having to judge personnel is very difficult. You just do it and pray it is the right decision.
Greatest accomplishment
No single board member has accomplishments. You work as a team and have failures and accomplishments together. This is a concept lost in most training.
The passage of the bond was huge. To really modernize the science and computer labs was a big accomplishment.
Vision of the future
To have a cohesive, unified board
To implement some fiscal policies
Tuesday, November 3, 2009
D3C1A5
I worked on getting and inputting information for the Consolidated Reading Initiative Report (CRIR) and the Consolidated Math Initiative Report (CMIR) to apply for a $5000 grant. This may not seem like a lot of money to larger districts, but it helps us pay for after school tutoring and pays for remediation materials in our goal of addressing at risk students. 4 hrs.
D3C2A4
The Jasper, Newton, Sabine County Emergency Management Team met with our school administrators to discuss the possibility of an H1N1 pandemic and helped us to recognize how we needed to address various possibilities in our crises planning. 4 hrs.
D2C3A8
We have purchased a new program through Eduphoria that allows us to completely conduct PDAS electronically. The program also has templates for the creation of district/campus level evaluations. The results of the evaluations are electronically sent to the teachers. The system also monitors the teacher’s accessing of the information and sends reminders if pre designated deadlines are not met. 2 hrs.
D2C2A8
After analyzing test data the RTI committee decided that the use of a paraprofessional would be better as a classroom aide for the third grade than as for a pull out program. The majority of the class was behind as a result of problems faced two years earlier. We also decided, with the teacher, that the math curriculum would need to be altered to address the specific needs of those students. 4 hrs.
D1C3A4
We implemented a parent volunteer program where parents sign up to come into the school and help with copying, sorting, creating work jobs, creating manipulatives in the implementation of the CSCOPE curriculum, and other such tasks. Response has been positive so far. 3 hrs.
D2C2A6
We have bought the TAP program through Region V and spent one day training teachers and administrators, during conference periods, on the use of the program in disaggregating data. We have also purchased DMAC to help with the same information but also allows the input of district/campus level information. 6 hrs.
Wednesday, October 28, 2009
D2C1A7
We reviewed a math computer program, let some of our teachers review it, purchased the program, and implemented the use of a Math Fluency computer program to help increase the abilities of students in Elementary math. 5 hrs.
D2C1A1
Facilitating the use of new curriculum, CSCOPE, by monitoring implementation in the classroom and participation in workshops. Also being available for concerns and making funds available for new materials. 10 hrs.
D1C3A8
Our class met to discuss the format and management of logs and other assignments we are working on for classes. We met at a local resteraunt and hope to meet again. A lot is accomplished working together. 3 hrs.
D1C2A6
Several meetings with RTI committee. We have hired new staff, purchased new materials, and allocated space, equipment and time to address the struggling math students in the Elementary. 8 hrs.
D1C2A2
I have had three meetings with the site based committee to discuss changes to the campus improvement plan. Hopefully we can set the stage for a shared vision of what we expect to accomplish as a campus and a district in reference to student and staff needs. 5 hrs.
Friday, October 23, 2009
Book Review
Book Review
EDLD 5371
Dr. Nicks
Robert Wilson
I read the book, Building Leadership Capacities in Schools, by Linda Lambert. The book was more of a guideline in establishing leadership capacity than a book about it. The book is only seven chapters long. Three of the chapters deal with specific cases of three schools with different levels of leadership capacity, and a final chapter presented in a question and answer format. Only three chapters deal with leadership capacity and how to build it in your school. The book focuses mainly on the campus level.
The author begins by defining leadership capacity as the broad-based, skillful involvement in the work of leadership. Lambert describes leadership as a process involving the whole community. All stakeholders are involved in developing leadership capacity because the ultimate goal is to continue the momentum of change, of success, of improvement, or implementing the goals of the district. If a district loses a key person involved in the process the rest of the school community should be able to carry on the process of achieving district goals and objectives, while involving any replacement personnel in the shared vision.
Lambert next discusses connecting capacity building with leadership. She first describes capacity building in various ways, all of which point to the school community working together to achieve school goals. The way to achieve this is through broad-based, skillful participation. Broad-based refers to the participation of all stakeholders, including administrators, teachers, students, parents, community members, and university staff – everyone involved in the school community. Skillful refers to each participant’s knowledge of leadership and the individual skills brought to the group. Another concept discussed is the use of data based, inquiry based use of information. The decision process is slow. The first thing that needs to be done is collectively deciding which issues need to be addressed. Then find solutions to those issues with research, discussion, and collaboration. It is also important to have a communication system in place.
Lambert next describes three schools at different levels of leadership capacity. She starts with an elementary school with a low level of leadership capacity. The problem is a new principal who is striving for improvement but does not have the support of the staff or the community, all of which are accustomed to a routine education. The principal leaves a few years later, leaving the school in worse shape than when he arrived. There was no buy in. The next school was a middle school where the principal had helped to develop moderate leadership capacity. The school was the envy of the district. The problems occurred when the principal and a few key teachers left. There were not enough strong leaders to keep the momentum going. Without the leadership the school reverted to mediocrity. The last school was a high school with high leadership capacity. It started with a strong principal requiring participation. Eventually, the staff took up the reins and started asking the questions, seeking solutions, and getting training on their own. This led to success in student achievement.
The author next discusses how to build leadership capacity. The principal needs to assess the staff and school for leadership capacity and hire those who have leadership qualities. Participants have to get to know each other and build trusting environments. The school needs to develop an inquiry based culture and organize the school community for leadership work. It takes everyone.
The author provides leadership capacity surveys for the staff and for the school. There is also a rubric for teacher leadership as well as personnel practices and policies section. There are also several descriptions and guidelines in the book to help implement leadership capacity. As I wrote earlier, the book is more of a manual on building leadership capacity in your school.
EDLD 5371
Dr. Nicks
Robert Wilson
I read the book, Building Leadership Capacities in Schools, by Linda Lambert. The book was more of a guideline in establishing leadership capacity than a book about it. The book is only seven chapters long. Three of the chapters deal with specific cases of three schools with different levels of leadership capacity, and a final chapter presented in a question and answer format. Only three chapters deal with leadership capacity and how to build it in your school. The book focuses mainly on the campus level.
The author begins by defining leadership capacity as the broad-based, skillful involvement in the work of leadership. Lambert describes leadership as a process involving the whole community. All stakeholders are involved in developing leadership capacity because the ultimate goal is to continue the momentum of change, of success, of improvement, or implementing the goals of the district. If a district loses a key person involved in the process the rest of the school community should be able to carry on the process of achieving district goals and objectives, while involving any replacement personnel in the shared vision.
Lambert next discusses connecting capacity building with leadership. She first describes capacity building in various ways, all of which point to the school community working together to achieve school goals. The way to achieve this is through broad-based, skillful participation. Broad-based refers to the participation of all stakeholders, including administrators, teachers, students, parents, community members, and university staff – everyone involved in the school community. Skillful refers to each participant’s knowledge of leadership and the individual skills brought to the group. Another concept discussed is the use of data based, inquiry based use of information. The decision process is slow. The first thing that needs to be done is collectively deciding which issues need to be addressed. Then find solutions to those issues with research, discussion, and collaboration. It is also important to have a communication system in place.
Lambert next describes three schools at different levels of leadership capacity. She starts with an elementary school with a low level of leadership capacity. The problem is a new principal who is striving for improvement but does not have the support of the staff or the community, all of which are accustomed to a routine education. The principal leaves a few years later, leaving the school in worse shape than when he arrived. There was no buy in. The next school was a middle school where the principal had helped to develop moderate leadership capacity. The school was the envy of the district. The problems occurred when the principal and a few key teachers left. There were not enough strong leaders to keep the momentum going. Without the leadership the school reverted to mediocrity. The last school was a high school with high leadership capacity. It started with a strong principal requiring participation. Eventually, the staff took up the reins and started asking the questions, seeking solutions, and getting training on their own. This led to success in student achievement.
The author next discusses how to build leadership capacity. The principal needs to assess the staff and school for leadership capacity and hire those who have leadership qualities. Participants have to get to know each other and build trusting environments. The school needs to develop an inquiry based culture and organize the school community for leadership work. It takes everyone.
The author provides leadership capacity surveys for the staff and for the school. There is also a rubric for teacher leadership as well as personnel practices and policies section. There are also several descriptions and guidelines in the book to help implement leadership capacity. As I wrote earlier, the book is more of a manual on building leadership capacity in your school.
Superintendent interview
Interview with Dr. Cavness, Superintendent of Evadale ISD
Most important skills for a Superintendent
Most important skills for a Superintendent
- Having a vision and being able to implement that vision...see it through
- Communication skills
- Collaboration with the school board
- Leadership of principals
Most difficult experience
- Learning to deal effectively with the school board. It took almost a year to get everyone on the same page
Greatest accomplishment
- Getting all 8 members of the Team of 8 on the same path. In doing so, improving fiscal accountability.
- Improving academic focus and success.
Vision of the future
- In developing a vision for the district it is the superintendents responsibility to organize all stakeholders and develop a vision. Then to communicate that vision and put people and resources in place to realize that vision. You have to know where you are going or you won't know how to get there.
- Personally, to strive for success in all areas of the district; academically, athletics, other extracurricular activities, improving instruction, everything.
Thursday, October 22, 2009
Internship Plan
Internship Plan
Dr. Arterbury
With this plan I hope to address all of the SBEC competencies with a focus on the areas in which I feel I need the most work. My site supervisor(s) have come up with several ways in which these competencies can be addressed. Below is a list of the criteria, and in some cases whole competencies, in which activities will be focused. I am also completing activities that address other areas.
Use effective consensus-building and conflict-management skills.
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.
Develop and implement collaborative processes for systematically assessing and renewing the curriculum to meet the needs of all students and ensure appropriate scope, sequence, content, and alignment.
Apply knowledge of motivational theories to create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the district's vision.
Analyze the implications of various organizational factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.
Develop, implement, and evaluate change processes to improve student and adult learning and the climate for learning.
Implement effective strategies for the recruitment, selection, induction, development, evaluation, and promotion of staff.
The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology use.
To address these issues I will be working on ways to set up grants and use those monies to comply with preset criteria. I will also be working with district teams in deciding on ways to improve school functions as related to staff training, curriculum, and school culture.
Dr. Arterbury
With this plan I hope to address all of the SBEC competencies with a focus on the areas in which I feel I need the most work. My site supervisor(s) have come up with several ways in which these competencies can be addressed. Below is a list of the criteria, and in some cases whole competencies, in which activities will be focused. I am also completing activities that address other areas.
Use effective consensus-building and conflict-management skills.
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.
Develop and implement collaborative processes for systematically assessing and renewing the curriculum to meet the needs of all students and ensure appropriate scope, sequence, content, and alignment.
Apply knowledge of motivational theories to create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the district's vision.
Analyze the implications of various organizational factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.
Develop, implement, and evaluate change processes to improve student and adult learning and the climate for learning.
Implement effective strategies for the recruitment, selection, induction, development, evaluation, and promotion of staff.
The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology use.
To address these issues I will be working on ways to set up grants and use those monies to comply with preset criteria. I will also be working with district teams in deciding on ways to improve school functions as related to staff training, curriculum, and school culture.
Tuesday, October 13, 2009
EDLD 5371
Dr. Nicks
Robert Wilson
When looking at our district data a few areas stand out as needing to be addressed. One of these is budget issues that we are not necessarily facing now but could become an issue in the near future. Our tax base is basically the paper mill across the street. In recent months several people have lost their jobs at the mill and many more are expected before December. There are even rumors of the mill closing down early next year. We are a Chapter 41 school. If the mill closes or loses a large amount of its value, we could be facing some serious issues that we are not used to dealing with. Therefore, I will not deal with it here. Instead, I will look at the most readily available data available; the AEIS report. When looking at this report the most obvious areas of need are Math and Science.
First, I will address Science. We scored 78% in 5th grade science last year. This was a fluke of nature and will never happen again. The 5th grade Science scores have never been this low. When talking to the teacher it was apparent that these scores were based on an error in instruction. The teacher was new and was responsible for 5th grade Science as well as 5th grade Math. The Math scores were great. Our other little blip in Science occurs in the 10th grade. This seems to be a recurring problem. Some years are tolerable and some are just bad. We have addressed this issue by ensuring that there were ample instructional materials for the classroom, several different remediation and TAKS preparation resources, and provided a computer based program to work on Science skills as they apply to the TAKS. We also adopted a new curriculum that is vertically aligned to ensure that each grade is teaching the material they are required to teach. Through a little research we discovered that there are some TEKS tested in the 5th grade that are only covered in the third grade, so it is important that each grade level teaches what they are supposed to teach. This research also revealed that this happens in other content areas as well, especially in secondary math. I think that the 10th grade issue involves a little complacency with the students. Students do not have to pass the Science TAKS that year to proceed to the 11th grade. We adopted a flex schedule this year and tied the TAKS scores to the criteria in able to get the free days off at the end of the semester. Hopefully, along with the other implemented plans, this will raise the test scores.
Now for Math. Our third grade test scores have been declining for the past two years. We are at 80% but we would rather be proactive and fix the problem before we get too much lower. Again, we have a new teacher in third grade. As with Science, we have made available every resource to help improve instruction along with workshops and getting help from Kay Oldes at Region V. I will be conducting several observations throughout the year and help instructional needs where I can. We have also implemented a Math RTI program in the Elementary this year that will hopefully help some of those struggling students. Our 4th and 5th grades both have over 90% in math so our goal there is to at least maintain our levels of instruction and success.
Our Jr. High math is like Math in most schools. We fall to 76% in 6th grade and 78% in 7th grade. Our 8th grade scores were 90%. Low math scores have been a typical trend in the Jr. High. This is the first year that our 8th grade has been 90%, so we know we are on the right path. We just need to address all grades to ensure improvement. The new curriculum has been helpful. We have also started programs in the Elementary (Math Fluency) so those skills will not need to be retaught in the Jr. High. We are getting Jr. High students who do not know basic multiplication facts. We are also drilling fractions and decimals in hopes to improve fluency there. We have also made available computer programs that will address those specific objectives students are struggling with as well as initiated a Math RTI in the Jr. High. Hopefully we will see results.
In High School, our 10th graders are failing again. We had a 49% pass rate in 10th grade Math. Our 9th grade had 78% and our 11th grade had an 83%. This seems to be the norm. Occasionally one group of scores is higher but another is lower. We need to find a way for our students to be consistently successful. As with all other grades, every resource is available. Hopefully, aligning the curriculum along with the flex days as an incentive will help.
Dr. Nicks
Robert Wilson
When looking at our district data a few areas stand out as needing to be addressed. One of these is budget issues that we are not necessarily facing now but could become an issue in the near future. Our tax base is basically the paper mill across the street. In recent months several people have lost their jobs at the mill and many more are expected before December. There are even rumors of the mill closing down early next year. We are a Chapter 41 school. If the mill closes or loses a large amount of its value, we could be facing some serious issues that we are not used to dealing with. Therefore, I will not deal with it here. Instead, I will look at the most readily available data available; the AEIS report. When looking at this report the most obvious areas of need are Math and Science.
First, I will address Science. We scored 78% in 5th grade science last year. This was a fluke of nature and will never happen again. The 5th grade Science scores have never been this low. When talking to the teacher it was apparent that these scores were based on an error in instruction. The teacher was new and was responsible for 5th grade Science as well as 5th grade Math. The Math scores were great. Our other little blip in Science occurs in the 10th grade. This seems to be a recurring problem. Some years are tolerable and some are just bad. We have addressed this issue by ensuring that there were ample instructional materials for the classroom, several different remediation and TAKS preparation resources, and provided a computer based program to work on Science skills as they apply to the TAKS. We also adopted a new curriculum that is vertically aligned to ensure that each grade is teaching the material they are required to teach. Through a little research we discovered that there are some TEKS tested in the 5th grade that are only covered in the third grade, so it is important that each grade level teaches what they are supposed to teach. This research also revealed that this happens in other content areas as well, especially in secondary math. I think that the 10th grade issue involves a little complacency with the students. Students do not have to pass the Science TAKS that year to proceed to the 11th grade. We adopted a flex schedule this year and tied the TAKS scores to the criteria in able to get the free days off at the end of the semester. Hopefully, along with the other implemented plans, this will raise the test scores.
Now for Math. Our third grade test scores have been declining for the past two years. We are at 80% but we would rather be proactive and fix the problem before we get too much lower. Again, we have a new teacher in third grade. As with Science, we have made available every resource to help improve instruction along with workshops and getting help from Kay Oldes at Region V. I will be conducting several observations throughout the year and help instructional needs where I can. We have also implemented a Math RTI program in the Elementary this year that will hopefully help some of those struggling students. Our 4th and 5th grades both have over 90% in math so our goal there is to at least maintain our levels of instruction and success.
Our Jr. High math is like Math in most schools. We fall to 76% in 6th grade and 78% in 7th grade. Our 8th grade scores were 90%. Low math scores have been a typical trend in the Jr. High. This is the first year that our 8th grade has been 90%, so we know we are on the right path. We just need to address all grades to ensure improvement. The new curriculum has been helpful. We have also started programs in the Elementary (Math Fluency) so those skills will not need to be retaught in the Jr. High. We are getting Jr. High students who do not know basic multiplication facts. We are also drilling fractions and decimals in hopes to improve fluency there. We have also made available computer programs that will address those specific objectives students are struggling with as well as initiated a Math RTI in the Jr. High. Hopefully we will see results.
In High School, our 10th graders are failing again. We had a 49% pass rate in 10th grade Math. Our 9th grade had 78% and our 11th grade had an 83%. This seems to be the norm. Occasionally one group of scores is higher but another is lower. We need to find a way for our students to be consistently successful. As with all other grades, every resource is available. Hopefully, aligning the curriculum along with the flex days as an incentive will help.
Saturday, October 10, 2009
When I met with Dr. Cavness, he suggested using the work we are doing on the Title grants toward the competencies. I met with Ms. McDaniel a few days later. We did not come up with anything specific in that meeting but I think she is going to be a great help. She wanted a list of the competencies. I think things are going to start heading my way. One of the emphasis was on thinking how to expand the campus duties I have to a district level.
Tuesday, October 6, 2009
Competencies
Guys, I am going to try to set this up. I really do not know how to set this up, but I will try something and maybe we can all see how we need to adjust it to make it work for us. There are three domains...easy enough. I say we number the competencies in each domain and then number the seperate criteria in each competency. For example, Domain II, Competency 1, criterium 7 is: "integrate the use of technology, telecommunications, and information systemsinto the school district curriculum to enhance learning for all students."
Instead of writing all of that on the blog, let's just say, D II, Com 1, Cri 7: We reviewed a math computer program, let some of our teachers review it, purchased the program, and implemented the use of a Math Fluency computer program to help increase the abilities of students in Elementary math.
That way we can all easily see which area we are addressing with the activity.
Any ideas? Do we need to put a time involved on here?
Instead of writing all of that on the blog, let's just say, D II, Com 1, Cri 7: We reviewed a math computer program, let some of our teachers review it, purchased the program, and implemented the use of a Math Fluency computer program to help increase the abilities of students in Elementary math.
That way we can all easily see which area we are addressing with the activity.
Any ideas? Do we need to put a time involved on here?
Tuesday, September 29, 2009
We have switched to CSCOPE. A lot of time and resources are being used to ensure our teachers are getting all of the training they need. I spent a lot of time lately getting the training schedule sorted out so our teachers can attend the training. Everything has to be documented because we are using Title I funds to help pay for some of this. I am learning more about how detailed everything has to be for grant monies.
Wednesday, September 23, 2009
Our assistant superintendent left to take a position a Region V requiring the rest of us to step up and take on additional responsibilities. I am working on Title I and Title XIV funds. We are currently trying to help decide the best way for our district to spend these funds. I am using site based committees (both campuses and district level) to come up with ideas and then making sure those ideas fit the criteria set forth for using those funds. Fun, Fun, Fun!!! But I should be able to knock off a couple of the competencies in Domains II and III. I am also helping to revamp our PDAS system with a new computer based system that does PDAS but also allows us to create our own evaluations. More Domain II competencies. I am also looking at curriculum to address the needs of under performing groups. More Domain II. I need to address Domain I. Any ideas?
Sunday, September 6, 2009
SBEC Superintendent Competencies
Self-Assessment
S - 17
C - 51
I - 16
Most of my strengths deal with situations that are encountered on the district level that I feel comfortable transitioning to a district level. Many of the strenghts deal with communication, collaboration, and promoting student success. They also deal with the daily operations of the campus. I had 52 areas that I feel competent in. These are areas that I have worked with but have had limited exposure to. I feel familiar enough with them to work with it and hopefully be successful. My weaknesses deal with things I have had not had the opportunity to work a lot with. Some of these were dealing with the budget for the district. Others dealt with relationships with board members and other stakeholders.
Directions: For each criteria, enter S, C, or I
Key to scoring: S = I consider this a strength, I could lead in this activity.
C= I feel competent in this area of knowledge and skill
I = This is an area on which I would like to focus and improve my knowledge and skill
Domain I—Leadership of the Educational Community
Competency Area:
The superintendent knows how to act with integrity, fairness, and in an ethical manner
in order to promote the success of all students.
___c__serve as an advocate for all children.
___s__model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.
___i__ implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators.
___c__apply knowledge of ethical issues affecting education.
___c__apply laws, policies, and procedures in a fair and reasonable manner.
___s__ interact with district staff and students in a professional manner.
Competency 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.
___c__ establish and support a district culture that promotes learning, high expectations, and academic rigor for self, students, and staff.
___s__ facilitate the development and implementation of a shared vision that focuses on teaching and learning and ensures the success of all students.
___c__ implement strategies for involving all stakeholders in planning processes and for facilitating planning between constituencies.
___i__ use formal and informal techniques to monitor and assess district/school climate for effective, responsive decision making.
___c__ institute procedures for monitoring the accomplishment of district goals and objectives to achieve the district's vision.
___c__ facilitate the development, use, and allocation of all available resources, including human resources, to support implementation of the district's vision and goals.
___c__ recognize and celebrate contributions of staff and community toward realization of the district's vision.
___c__ maintain awareness of emerging issues and trends affecting public education and communicate their significance to the local educational community.
___c__ encourage and model innovative thinking and risk taking and view problems as learning opportunities.
___c__ promote multicultural awareness, gender sensitivity, and the appreciation of diversity in the educational community.
Competency 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.
___s__ serve as an articulate spokesperson for the importance of public education in a free democratic society.
___s__ develop and implement an effective and comprehensive internal and external district communications plan and public relations program.
___c__ analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs.
___c__ establish partnerships with families, area businesses, institutions of higher education, and community groups to strengthen programs and support district goals.
___c__ implement effective strategies for systematically communicating with and gathering input from all stakeholders in the district.
___c__ communicate and work effectively with diverse social, cultural, ethnic, and racial groups in the district and community so that all students receive appropriate resources and instructional support to ensure educational success.
___c__ develop and use formal and informal techniques to gain an accurate view of the perceptions of district staff, families, and community members.
___i__ use effective consensus-building and conflict-management skills.
___c__ articulate the district's vision and priorities to the community and to the media.
___c__ influence the media by using proactive communication strategies that serve to enhance and promote the district's vision.
___c__ communicate effectively about positions on educational issues.
___c__ use effective and forceful writing, speaking, and active listening skills.
Competency 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.
__c___ analyze and respond to political, social, economic, and cultural factors affecting students and education.
__i___ provide leadership in defining superintendent-board roles and establishing mutual expectations.
__i___ communicate and work effectively with board members in varied contexts, including problem-solving and decision-making contexts.
__i___ work with the board of trustees to define mutual expectations, policies, and standards.
__i___ access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.
__c___ use legal guidelines to protect the rights of students and staff and to improve learning opportunities.
__c___ prepare and recommend district policies to improve student learning and district performance in compliance with state and federal requirements
DOMAIN II—INSTRUCTIONAL LEADERSHIP
Competency 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; and promote the use of varied
assessments to measure student performance.
__c___ facilitate effective curricular decision making based on an understanding of pedagogy, curriculum design, cognitive development, learning processes, and child and adolescent growth and development.
__c___ implement planning procedures to develop curricula that achieve optimal student learning and that anticipate and respond to occupational and economic trends.
__c___ implement core curriculum design and delivery systems to ensure instructional quality and continuity across the district.
__i___ develop and implement collaborative processes for systematically assessing and renewing the curriculum to meet the needs of all students and ensure appropriate scope, sequence, content, and alignment.
__s___ use assessment to measure student learning and diagnose student needs to ensure educational accountability.
__c___ evaluate district curricula and provide direction for improving curricula based on sound, research-based practices.
__s___ integrate the use of technology, telecommunications, and information systems into the school district curriculum to enhance learning for all students.
__s___ facilitate the use of creative thinking, critical thinking, and problem solving by staff and other school district stakeholders involved in curriculum design and delivery.
__s___ facilitate the effective coordination of district and campus curricular and extracurricular programs.
Competency Area:
The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.
__i___ apply knowledge of motivational theories to create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the district's vision.
__c___ facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline, and school safety to ensure a school district environment conducive to learning.
__c___ facilitate the development of a learning organization that encourages educational excellence, supports instructional improvement, and incorporates best practice.
__c___ facilitate the ongoing study of current best practice and relevant research and encourage the application of this knowledge to district/school improvement initiatives.
__c___ plan and manage student services and activity programs to address developmental, scholastic, social, emotional, cultural, physical, and leadership needs.
__c___ establish a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results.
__c___ apply knowledge of special programs to ensure that students with special needs are provided with appropriate resources and effective, flexible instructional programs and services.
__c___ analyze instructional resource needs and deploy instructional resources effectively and equitably to enhance student learning.
__i___ analyze the implications of various organizational factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.
__i___ develop, implement, and evaluate change processes to improve student and adult learning and the climate for learning.
__c___ ensure responsiveness to diverse sociological, linguistic, cultural, psychological, and other factors that may affect student development and learning and create an environment in which all students can learn.
Competency Area:
The superintendent knows how to implement a staff evaluation and development system to improve the performance of all staff members and select appropriate models for supervision and staff development.
___s__ enhance teaching and learning by participating in quality professional development activities and studying current professional literature and research.
___s__ develop, implement, and evaluate a comprehensive professional development plan to address identified areas of district, campus, and/or staff need.
___c__ facilitate the application of adult learning principles to all professional development activities, including the use of support and follow-up strategies to facilitate implementation.
___c__ implement strategies to enhance professional capabilities at the district and campus level.
___s__ work collaboratively with other district personnel to plan, implement, and evaluate professional growth programs.
___c__ deliver effective presentations and facilitate learning for both small and large groups.
___i__ implement effective strategies for the recruitment, selection, induction, development, evaluation, and promotion of staff.
___c__ develop and implement comprehensive staff evaluation models that include both formative and summative assessment and appraisal strategies.
___c__ diagnose organizational health and morale and implement strategies and programs to provide ongoing assistance and support to personnel
DOMAIN III—ADMINISTRATIVE LEADERSHIP
Competency 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 use.
___i__ apply procedures for effective budget planning and management.
___c__ work collaboratively with stakeholders to develop district budgets.
___i__ facilitate effective account auditing and monitoring.
___i__ establish district procedures for accurate and effective purchasing and financial record keeping and reporting.
___i__ acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources.
___c__ use district and staff evaluation data for personnel policy development and decision making.
___s__ apply knowledge of certification requirements and standards.
___c__ apply knowledge of legal requirements associated with personnel management, including requirements relating to recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel.
___c__ manage one's own time and the time of others to maximize attainment of district goals.
___c__ develop and implement plans for using technology and information systems to enhance school district operations.
___c__ apply pertinent legal concepts, regulations, and codes.
Competency 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.
___s__ apply procedures for planning, funding, renovating, and/or constructing school facilities.
___s__ implement strategies that enable the district's physical plant, equipment, and support systems to operate safely, efficiently, and effectively.
___s__ apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.
___c__ develop and implement procedures for crisis planning and for responding to crises.
___s__ apply procedures for ensuring the effective operation and maintenance of district facilities.
___c__ implement appropriate, effective procedures in relation to district transportation services, food services, health services, and other services.
___c__ apply pertinent legal concepts, regulations, and codes.
Competency Area:
The superintendent knows how to apply organizational, decision-making, and
problem-solving skills to facilitate positive change in varied contexts.
___c__ implement appropriate management techniques and group process skills to define roles, assign functions, delegate effectively, and determine accountability for goal attainment.
___c__ implement processes for gathering, analyzing, and using data for informed decision making.
___c__ frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.
___c__ 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.
___c__ encourage and facilitate positive change, enlist support for change, and overcome obstacles to change in varied educational contexts.
___c__ apply skills for monitoring and evaluating change and making needed adjustments to achieve goals.
___c__ analyze and manage internal and external political systems to benefit the educational organization.
Self-Assessment
S - 17
C - 51
I - 16
Most of my strengths deal with situations that are encountered on the district level that I feel comfortable transitioning to a district level. Many of the strenghts deal with communication, collaboration, and promoting student success. They also deal with the daily operations of the campus. I had 52 areas that I feel competent in. These are areas that I have worked with but have had limited exposure to. I feel familiar enough with them to work with it and hopefully be successful. My weaknesses deal with things I have had not had the opportunity to work a lot with. Some of these were dealing with the budget for the district. Others dealt with relationships with board members and other stakeholders.
Directions: For each criteria, enter S, C, or I
Key to scoring: S = I consider this a strength, I could lead in this activity.
C= I feel competent in this area of knowledge and skill
I = This is an area on which I would like to focus and improve my knowledge and skill
Domain I—Leadership of the Educational Community
Competency Area:
The superintendent knows how to act with integrity, fairness, and in an ethical manner
in order to promote the success of all students.
___c__serve as an advocate for all children.
___s__model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.
___i__ implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators.
___c__apply knowledge of ethical issues affecting education.
___c__apply laws, policies, and procedures in a fair and reasonable manner.
___s__ interact with district staff and students in a professional manner.
Competency 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.
___c__ establish and support a district culture that promotes learning, high expectations, and academic rigor for self, students, and staff.
___s__ facilitate the development and implementation of a shared vision that focuses on teaching and learning and ensures the success of all students.
___c__ implement strategies for involving all stakeholders in planning processes and for facilitating planning between constituencies.
___i__ use formal and informal techniques to monitor and assess district/school climate for effective, responsive decision making.
___c__ institute procedures for monitoring the accomplishment of district goals and objectives to achieve the district's vision.
___c__ facilitate the development, use, and allocation of all available resources, including human resources, to support implementation of the district's vision and goals.
___c__ recognize and celebrate contributions of staff and community toward realization of the district's vision.
___c__ maintain awareness of emerging issues and trends affecting public education and communicate their significance to the local educational community.
___c__ encourage and model innovative thinking and risk taking and view problems as learning opportunities.
___c__ promote multicultural awareness, gender sensitivity, and the appreciation of diversity in the educational community.
Competency 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.
___s__ serve as an articulate spokesperson for the importance of public education in a free democratic society.
___s__ develop and implement an effective and comprehensive internal and external district communications plan and public relations program.
___c__ analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs.
___c__ establish partnerships with families, area businesses, institutions of higher education, and community groups to strengthen programs and support district goals.
___c__ implement effective strategies for systematically communicating with and gathering input from all stakeholders in the district.
___c__ communicate and work effectively with diverse social, cultural, ethnic, and racial groups in the district and community so that all students receive appropriate resources and instructional support to ensure educational success.
___c__ develop and use formal and informal techniques to gain an accurate view of the perceptions of district staff, families, and community members.
___i__ use effective consensus-building and conflict-management skills.
___c__ articulate the district's vision and priorities to the community and to the media.
___c__ influence the media by using proactive communication strategies that serve to enhance and promote the district's vision.
___c__ communicate effectively about positions on educational issues.
___c__ use effective and forceful writing, speaking, and active listening skills.
Competency 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.
__c___ analyze and respond to political, social, economic, and cultural factors affecting students and education.
__i___ provide leadership in defining superintendent-board roles and establishing mutual expectations.
__i___ communicate and work effectively with board members in varied contexts, including problem-solving and decision-making contexts.
__i___ work with the board of trustees to define mutual expectations, policies, and standards.
__i___ access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.
__c___ use legal guidelines to protect the rights of students and staff and to improve learning opportunities.
__c___ prepare and recommend district policies to improve student learning and district performance in compliance with state and federal requirements
DOMAIN II—INSTRUCTIONAL LEADERSHIP
Competency 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; and promote the use of varied
assessments to measure student performance.
__c___ facilitate effective curricular decision making based on an understanding of pedagogy, curriculum design, cognitive development, learning processes, and child and adolescent growth and development.
__c___ implement planning procedures to develop curricula that achieve optimal student learning and that anticipate and respond to occupational and economic trends.
__c___ implement core curriculum design and delivery systems to ensure instructional quality and continuity across the district.
__i___ develop and implement collaborative processes for systematically assessing and renewing the curriculum to meet the needs of all students and ensure appropriate scope, sequence, content, and alignment.
__s___ use assessment to measure student learning and diagnose student needs to ensure educational accountability.
__c___ evaluate district curricula and provide direction for improving curricula based on sound, research-based practices.
__s___ integrate the use of technology, telecommunications, and information systems into the school district curriculum to enhance learning for all students.
__s___ facilitate the use of creative thinking, critical thinking, and problem solving by staff and other school district stakeholders involved in curriculum design and delivery.
__s___ facilitate the effective coordination of district and campus curricular and extracurricular programs.
Competency Area:
The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.
__i___ apply knowledge of motivational theories to create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the district's vision.
__c___ facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline, and school safety to ensure a school district environment conducive to learning.
__c___ facilitate the development of a learning organization that encourages educational excellence, supports instructional improvement, and incorporates best practice.
__c___ facilitate the ongoing study of current best practice and relevant research and encourage the application of this knowledge to district/school improvement initiatives.
__c___ plan and manage student services and activity programs to address developmental, scholastic, social, emotional, cultural, physical, and leadership needs.
__c___ establish a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results.
__c___ apply knowledge of special programs to ensure that students with special needs are provided with appropriate resources and effective, flexible instructional programs and services.
__c___ analyze instructional resource needs and deploy instructional resources effectively and equitably to enhance student learning.
__i___ analyze the implications of various organizational factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.
__i___ develop, implement, and evaluate change processes to improve student and adult learning and the climate for learning.
__c___ ensure responsiveness to diverse sociological, linguistic, cultural, psychological, and other factors that may affect student development and learning and create an environment in which all students can learn.
Competency Area:
The superintendent knows how to implement a staff evaluation and development system to improve the performance of all staff members and select appropriate models for supervision and staff development.
___s__ enhance teaching and learning by participating in quality professional development activities and studying current professional literature and research.
___s__ develop, implement, and evaluate a comprehensive professional development plan to address identified areas of district, campus, and/or staff need.
___c__ facilitate the application of adult learning principles to all professional development activities, including the use of support and follow-up strategies to facilitate implementation.
___c__ implement strategies to enhance professional capabilities at the district and campus level.
___s__ work collaboratively with other district personnel to plan, implement, and evaluate professional growth programs.
___c__ deliver effective presentations and facilitate learning for both small and large groups.
___i__ implement effective strategies for the recruitment, selection, induction, development, evaluation, and promotion of staff.
___c__ develop and implement comprehensive staff evaluation models that include both formative and summative assessment and appraisal strategies.
___c__ diagnose organizational health and morale and implement strategies and programs to provide ongoing assistance and support to personnel
DOMAIN III—ADMINISTRATIVE LEADERSHIP
Competency 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 use.
___i__ apply procedures for effective budget planning and management.
___c__ work collaboratively with stakeholders to develop district budgets.
___i__ facilitate effective account auditing and monitoring.
___i__ establish district procedures for accurate and effective purchasing and financial record keeping and reporting.
___i__ acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources.
___c__ use district and staff evaluation data for personnel policy development and decision making.
___s__ apply knowledge of certification requirements and standards.
___c__ apply knowledge of legal requirements associated with personnel management, including requirements relating to recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel.
___c__ manage one's own time and the time of others to maximize attainment of district goals.
___c__ develop and implement plans for using technology and information systems to enhance school district operations.
___c__ apply pertinent legal concepts, regulations, and codes.
Competency 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.
___s__ apply procedures for planning, funding, renovating, and/or constructing school facilities.
___s__ implement strategies that enable the district's physical plant, equipment, and support systems to operate safely, efficiently, and effectively.
___s__ apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.
___c__ develop and implement procedures for crisis planning and for responding to crises.
___s__ apply procedures for ensuring the effective operation and maintenance of district facilities.
___c__ implement appropriate, effective procedures in relation to district transportation services, food services, health services, and other services.
___c__ apply pertinent legal concepts, regulations, and codes.
Competency Area:
The superintendent knows how to apply organizational, decision-making, and
problem-solving skills to facilitate positive change in varied contexts.
___c__ implement appropriate management techniques and group process skills to define roles, assign functions, delegate effectively, and determine accountability for goal attainment.
___c__ implement processes for gathering, analyzing, and using data for informed decision making.
___c__ frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.
___c__ 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.
___c__ encourage and facilitate positive change, enlist support for change, and overcome obstacles to change in varied educational contexts.
___c__ apply skills for monitoring and evaluating change and making needed adjustments to achieve goals.
___c__ analyze and manage internal and external political systems to benefit the educational organization.
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