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 following activities were completed to further my professional growth in this competency:
31E. Provide evidence that I do what I tell others to do.
32A. Skills to develop 2011-2012: Share information with other stakeholders; In meetings: Encourage others to participate and Share responsibilities.
One could hardly argue that there is a higher ranking competency than the first. No superintendent can effectively serve a district nor fully satisfy all other competencies without integrity and ethical conduct. School leadership requires that all stakeholders trust that their leader is beyond reproach and that his/her decision making is student-first within the contexts of the law, district goals, and is consistently fair. Such decision making will not always be favored by each stakeholder nor always understood but that in itself necessitates the trust in the leader. When one loses sight of the broad scope of the student-based district goals and begins to serve special interests at the expense of said goals, trust begins to erode, even that trust held by those benefiting from the less than ethical favor.
Throughout my career and life I have held a simplistic view of ethics and integrity of just “doing the right thing.” But during this course and through my internship I have been forced to take a closer look at ethical behavior and while that simplistic view continues to apply, the job requirements for the superintendent create difficult decision making scenarios. I have always believed thoughtful decision-making to be an important component of leadership but was unaware of the complexity of thought required when serving as a superintendent.
The reflection activity of providing evidence that I do what I ask others to do was very beneficial. Through this process I was able to identify areas where I effectively model expected behaviors and those where I need to improve. This exercise also inspired my consideration of the expectations I will have or even develop as a superintendent and how I will serve as a role model for such expectations. The superintendent’s actions speak volumes of that his/her true core of values while developing the stakeholder’s perceptions of the leader. Such perceptions directly affect the trust in those relationships and indirectly the effectiveness of the leader.
Sharing information and responsibilities empowers stakeholders and creates ownership. It also allows the leader to manage more activities through delegation of authority. There obviously are situations where the superintendent must directly address a problem and/or maintain confidentiality but much of the daily activities and projects within a school district can and must be performed by other stakeholders.
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 following activities were completed to further my professional growth in this competency:
1A. Analyze the school’s vision/mission statement as it relates to the school’s master schedule. Is the school’s statement reflected in the master schedule?
2B. Review the CISD strategic plan. Note the personnel involved in the plan’s development, implementation, and evaluation. Investigate the support and concerns of various parties involved.
5C. Use steps for issue resolution for current issue at CMS. Reach consensus for plan to resolve issue or critique failed attempt at plan.
6B. CMS consensus group (from 5C) evaluation of leadership in: Outlining goals/problem definition; seeking/providing information; clarifying/elaborating; challenging viewpoints; diagnosing progress; summarizing.
3C. Review the ways in which assessment data are used by the board, superintendent, faculty, staff, and PR department. Write a reflective statement for improvement of data use.
Without a shared vision of learning for all stakeholders a district will be more likely to constantly battle the interests of individuals rather than meet the best interest of the learning community. There will always be those with individual interest but the unified vision equips the organization’s leaders to make student first decisions while maintaining organizational and individual accountability.
In reviewing the master schedule in comparison to our school’s mission statement I found that we fell short in truly meeting the needs of all learners. We reach most but are now looking at ways to strengthen our RTI and STAAR remediation through teaming periods and remediation classes in an eight period schedule instead of seven. This activity reveals how the action of setting the master schedule speaks to our commitment to the school’s mission statement.
In the case of our strategic plan I learned the importance of how such a plan not only is part of the vision but may help in guiding not only the planning process but also the evolvement of the district vision and goals. Such planning is essential in supporting the goals and objectives of the district and provides validity and accountability to those goals and objectives.
My experience with 5C and 6B was an eye opener for me. This conflict resolution revealed that I, as the instructional leader of the campus, was part of the issue due to my poor communication of expectations and poor structuring of a program. Working through those issues and others affecting the conflict created a tremendous growth opportunity.
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.
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The following activities were completed to further my professional growth in this competency:
4C. Conduct a faculty meeting/staff development session. Survey participants for strengths and areas for improvements.
25A. Interview CISD PR director for strategies for effective communication to and from the community and the issue of community politics.
26B. Examine the current policy and procedures for parental involvement in CISD.
27B. Meet members of ELAR dept. and examine literature used with regard to stereotyping.
Open, effective communication creates an environment in which trust as discussed in competency one may be strengthened. Through my experiences I have learned that effective communication does not occur just because the superintendent has the ability to speak in public but rather is a well designed component of the administrative plan. Communication is deliberate in that is serves the interest of all stakeholders in the learning community by strengthening the knowledge and understanding of the district’s vision, goals, and objectives.
Throughout the year I have conducted several faculty meetings and staff development sessions. The feedback has allowed me to improve my verbal communication skills. I have always felt comfortable in front of an audience but this has increased my effectiveness at time efficiency, sharing pertinent information, and maintaining focus.
Our district PR director uses a variety of methods and channels for communication. There are many audiences to reach in every community. Each has a point of view and an individual interest. A well devised communication plan reaches all audiences to promote the vision of the district and provide information pertinent to that audience.
Our district level efforts in parental involvement have targeted the parents of elementary age students to develop a pool of parent volunteers and community partners. The intended outcome is to establish a community expectation of involvement that continues and grows with their children as they progress through each grade level. It is expected that, although the level of parental involvement normally drops as children progress through grade levels, parental and community involvement in schools will become a community expectation.
There are many means of communication but the most influential form involves face to face encounters where the audience perceives the sincerity 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 following activities were completed to further my professional growth in this competency:
30C. Review past board agendas for significant events, policy changes, and recurring themes or concerns that affect CISD today.
29A. Obtain a job description and evaluation for Superintendent of Schools. Analyze the correlation between job description requirements and evaluation standards.
33B. Attend as many CISD board meetings as possible.
I have attended thirty-two school board meetings during the past three years and have met with my superintendent several times individually. These meetings have greatly influenced my professional growth and understanding of the relationship between the board and superintendent. My superintendent has been extremely helpful in that while maintaining the necessary confidentiality and loyalty to his board, he provides advice and insight from several years of experience from working with boards from two different communities and from working with both unified and split boards.
Where I would love to experience in advance of my own superintendent position is the executive session. This is where the board-superintendent relationship shows in its truest form and is where I believe that the level of competence described in competency four is truly tested.
I have been able to witness our superintendent guide the board in open session at times. During discussions in open session, prior to executive session, the board has occasionally asked for the superintendent’s opinion or for clarification and thus created an opportunity to observe how he approached the board with information. During these times the information was to the point and factual. When asked for his opinion it was stated and followed with an explanation of why he held such an opinion.
The job description and evaluation are basically mirror images in that the evaluation consists of assigning a value to each of the performance indicators contained within eight domains. Although very simple in method of evaluation, I like the assessment tool in that it clearly evaluates the expectation. The description and evaluation reinforced the states expected competencies and reveal the diversity of skills needed for the position of superintendent.
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 following activities were completed to further my professional growth in this competency:
8C. Meet with CMS counselors to discuss number of changes, rationale for changes, ramifications of changes, and ways to reduce changes to better meet student needs.
34B. Attend on special education ARD for initial placement.
7D. Interview persons involved in implementation of CISD curriculum. Describe and evaluate implementation process to include successes and concerns.
13B. Assist in planning and supervising of CMS football practice. Critique the learning experience for the students to include motivation, discipline, performance, and relation to students’ education.
9B. Conduct two classroom observations using the clinical supervision model.
As stated in earlier assignments I have felt and continue to feel that this is an area in which I need the greatest growth. The assignments, intern activities, and my job responsibilities have provided me with a much greater understanding of instructional leadership and targets for continued growth. Those targets for areas for my continued acquisition of knowledge, understanding, implementation, and evaluation are:
1. The use of relevant data to evaluate and influence curriculum and instruction.
2. The various methods for implementation of differentiated instruction.
3. The implementation of effective formative and summative assessment throughout the instructional process.
In discussing issues of class changes with the counselors we found the need for better planning both in the master schedule and in each child’s academic plan. There has also been a lack of policy pertaining to class changes district wide and we are addressing that at this time. Class changes obviously disrupt the child’s learning environment and we must work to not only keep these to a minimum but also create schedules best for each child.
We are a CSCOPE district and my interview with our superintendent was enlightening. When he came to the district at mid-term five years ago he inherited an unacceptable rating and found that there was no set curriculum. He felt that he needed to quickly implement a complete curriculum that met the needs of all students and made the decision to go with CSCOPE. He discussed how this decision did not endear him to some and that such ill will could have been avoided through the involvement of all stakeholders or at least representatives. But he also felt that in his situation that the ship was sinking fast and time did not allow for such a lengthy process.
Having been a football coach for twenty-two years you may think that I would gain little from activity 13B. But analyzing this activity from the perspective was very beneficial. I have always believed that a good coach should also be a good teacher and watching the lesson cycle applied through a well planned practice reinforced my belief. My appreciation and concern for the educational benefit extra-curricular activities was heightened when viewed through a principal’s eyes. I also felt a little more critical of the types of interactions between players and coaches.
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 following activities were completed to further my professional growth in this competency:
12C. Analyze CMS, state, and national normed test results from 2010-2011. Assess strengths and weaknesses and make recommendations for improvement.
16A. Review board policy and school handbooks with respect to discipline and current CMS practice. Meet with administrators, faculty, students, and parents and assess compliance with law, CISD policy and CMS handbook.
10D. Meet with CMS teachers to assess the amount of teaching at each student’s challenge level (Vygotsky’s model) and solicit methods for improvement.
36A. Using research literature and all stakeholders’ perspectives, compile a list of current issues that affect teaching and learning. Assess degree of importance and urgency for each issue.
While I feel that students deserve the best curriculum and instructional practices available, I am drawn to competencies six and seven. I am a huge advocate for the improvement of staff in the instructional process. I continue to believe that human interaction and the skillful craft of well trained professional educators are key ingredients to a child’s success in education.
The analysis of our test results is an ongoing process that is essential in determining the progress of our students and effectiveness of the delivery of our curriculum through instruction. The analysis includes reviewing the results of different sub-pops and comparison of classes. As mentioned previously I believe it to be important to also review the past performances of the same groups to determine vertical growth. I also like to examine the scores of similar districts to gain a deeper perspective of how we are performing. This also reveals possible districts to research and visit when there may exist a possibility for professional growth and improvement.
Again the analysis of our handbook is ongoing but the meeting with all stakeholders provides information that may improve not only policy but also improves school-community relations. This is time consuming but when combined with the CIT may utilize time already reserved and accomplish the same results.
Many teachers find it difficult to teach to the challenge level of student for the fear of leaving students behind. This is because they feel that the lesson plan is rigid and difficult to create for all learning levels. Our district is contracting with a group out of Houston to present methods of differentiated instruction as not only a way to create various activities but also apply these concepts to lesson creation to reach all learners. As part of my intern experience, my district has allowed me to be a part of the review and selection of the firm and its program. It is exciting to anticipate the results of the training which will allow teachers hands-on experience in developing lessons from high expectations that are maintained through the proper applications of accommodations and modifications as needed.
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 following activities were completed to further my professional growth in this competency:
23B. Participate in the interviewing process for a professional position.
14A. Compile and analyze all current policies/practices for staff development. Interview administrators and faculty to assess perceived effectiveness and improvement recommendations.
As previously stated I believe that teachers are our greatest resource and have a direct influence on the quality of the education received by our children. One of our greatest charges is to create the best possible resource. My experiences strengthened my understanding of the dynamics of personnel development.
Obviously the faculty on each campus must originally be hired by the district. But the process must be a well planned one that includes the input of several stakeholders mindful of the goals and objectives of the district, campus, and department. The interview process seeks the best fit candidate to accomplish these objectives. A well planned interview is structured in such a manner that the best fit becomes evident through the process.
Once hired the teacher, regardless of experience, needs a support system that creates a greater understanding of goals and objectives of the campus and department. Further, less experienced teachers need a support system which supports their growth through a learning curve unique to first and second year teachers.
Continuing, effective staff development strengthens all teachers and the instructional environment to facilitate learning at increasingly higher levels when staff development evolves as part of a comprehensive improvement plan. Too often I have experienced poorly designed or even “thrown together” staff in-services due to the lack of effective planning. The unstated but heard statement in these situations can be devastating to the development of an organizational culture of life-long learning and professional growth.
For all teachers to feel compelled to actively participate in ongoing professional staff development they must first be empowered as stakeholders involved in the decision-making process determining the plan itself. They must also see that it is valued by the campus and instructional leaders. This value becomes evident when a well developed plan is implemented and evaluated for effectiveness and appropriateness. Another important supporting action from leadership is visibility. Nothing states importance like the presence of the instructional leaders. Additionally, leaders must model professional development through their evident participation in their own professional growth.
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 following activities were completed to further my professional growth in this competency:
19B. Meet with CISD attendance officer to discuss rules, procedures, and ramifications of attendance law, finance, and general ISD operations.
11C. Interview CISD tech. director. Describe and evaluate process used for technology software assessment. Discuss concerns and improvement recommendations.
18B. Review the job descriptions for CISD office personnel. Meet with each to discuss major duties, concerns, recommendations for actual work required and its relation to job description and evaluation.
24A. Examine CISD budget and extent to which funds are directly related to increasing learning.
Too often the area of finances are viewed as something for the business manager to deal with but, as my superintendent stated, “Mismanagement of money will lead to your dismissal as quickly as anything else.” There have been fewer times that we have been faced with the financial stress than our current financial state. When examining the budget and budget planning process, I realized the difficulty in dealing with the constraints imposed by the dynamics of a school district’s budget. Students require instruction and supervision which collectively comes from professional staff. Staffing makes up seventy-five to eighty percent of most school budgets. Our budget has been reduced by approximately fifteen percent and continues to be projected to stay at this level or even drop slightly. During the same time insurance costs and M&O costs continue to increase. We have been forced, like most districts, to cut our most valuable resources and mainly at the secondary level due to mandatory class sizes at elementary levels. There simply is not enough fat to cut fifteen percent from an M&O budget that was only receiving twenty percent of the original budget.
Attendance has always been critical in that our first concern is serving the best interest of students comes first and the overwhelming majority can only be best served at school. Of course the most likely driving force to increasing attendance is to improve ADA and thus improve school funding, especially in light of the states economic woes.
One of my greatest concerns for technology is not only the district’s ability to stay current with an ever changing field, but to also, and more importantly, ensure that the technology is understood and applied to the instructional and administrative setting. I found that too often thousands of dollars have been spent on technology only to continue with the same old instructional methods at the exclusion of available technology. A major factor in this is that we tend to purchase the technology, hand it over with a single how-to in-service and then expect implementation without continued support and staff development. I would propose that districts implement the use of technology instructional specialists by position or the use of an extra period for that tech savvy teacher on each campus.
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 following activities were completed to further my professional growth in this competency:
20B. Meet with CMS Head Custodian to review job responsibilities and staff schedules. Observe one custodian for minimum of one hour.
22A. Interview CISD food service director to discuss the current requirements, concerns, and issues of the program.
21A. Interview CISD transportation director to discuss current needs and issues to include costs, maintenance, personnel issues, training and safety, and student problems.
No district can be student-centered without first addressing student safety. Few would argue the negative effects of unsafe schools. Districts must also be mindful of the physical environment. During my career I have witnesses improved student performance, both behavioral and academic, after moving from a poor physical environment to a new, “state-of-the-art” facility. The most pronounced was a 1994 move in mid-April when students had already begun to disengage from academics and were feeling the full effects of “spring fever.” My observations were that the majority of our students came from under-privileged environments and the old, dilapidated school they attended fit with their expectations and perceived value. The new environment inspired a new mindset.
In my discussions with our building’s lead custodian, transportation director, and food service director we identified personnel management as one of the most challenging requirements of their positions. Job satisfaction relating to pay and benefits is often low. As leaders of buildings and districts we can influence this area in a very simple way, appreciation. Appreciation and acknowledgement of good work inspires employees and creates a sense of pride in their contributions to the school. Inclusion in communications to staff, luncheons, and other staff rewards is also vital to paraprofessionals and support staff developing a sense of belonging and ownership which results in job satisfaction and improved performance which improves the school environment for all stakeholders.
In addition each discussed the state and/or federal mandates that not only create challenges but also are constantly changing or being modified. Additionally are the facilities codes and mandates for the superintendent and strategic planning committee to consider. It is important to have an understanding of these when dealing with advocates for those with special needs. I serve as principal in a building that was built in 1970 and does not meet ADA standards for current construction. The building is in compliance but that often is not understood by advocates and even staff. Please understand that we agree that student safety and welfare must be served first but due to the extreme and unattainable cost we find ways to accommodate the students’ needs rather than rebuilding.
In each of the areas discussed there is a need for leaders with a balance of organizational and people skills. The superintendent and campus principals need quality directors capable of effective management, planning, and continuous professional development in all support areas.
Competency 10 Area:
The superintendent knows how to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts.
The following activities were completed to further my professional growth in this competency:
17B. Participate in a career/educational program session with a student and counselor.
15B. Meet with CISD leader involved in implementing district change and discuss reasons for change and steps taken. Survey stakeholders for support/nonsupport, stage reached, and recommendations for moving the person(s) to the next stage.
35A. Meet with two persons from different sides of issue. Ensure that each side knows the goals of the other. Develop a list of concerns for each side. Devise a resolution plan and meet to reach a consensus on plan.
Facilitating change is a critical skill of any leader to the extent that many books have been written to help leaders develop the skills necessary for successful transitions involved. In my observations through the above activities and as a leader I have observed effective plans and ineffective plans for change. There are several key components I will discuss but I think it important to note that change must be part of the ongoing improvement plan in support of the district vision and goals and, as indicated in the competency, comply with federal and state requirements.
The involvement of stakeholders is critical. The idea or perceived need for change may likely originate with the superintendent but he/she must involve stakeholders to include gaining the support of the stakeholders. One way to accomplish this is the creation of open communication that includes ongoing feedback provided by improvement committees and other stakeholders based on data and needs assessments. Such an environment creates trust in leadership and an understanding that ideas for change is in response to the received feedback. Stakeholders may then view change as a positive part of the improvement process of which they share ownership.
As mentioned the change must be and be perceived as a healthy component of the improvement plan. How can improvement occur without change? The link to the improvement plan is critical because it validates the change in that by supporting the district goals and objectives, campus goals and objectives being in line with district goals, and decision-making being aligned as well, the change is a response to the needs and goals. Additional instructional and professional growth benefits result from this process in the creation of an environment of educated risk-takers seeking new ways to improve themselves and instruction.
Just as important is the ongoing assessment and accountability of the change/improvement process. The assessment piece is critical in determining the effectiveness of the activities designed to facilitate change. The accountability requires the alignment of the plan and its related activities to the goals and objectives of the district and campuses and to the state and federal laws and requirements.
