Dans EDLD 5399 wk 3 stuff

  

Week Three – Part C of the Final Report: District Improvement and Recommendations

Overview

Welcome to Week Three of your Capstone Course. This week we are asking you to review your intern plan, identify any experiences focusing on district or campus improvement plans or any aspects of an action research plan, and offering recommendations based on your review of improvement efforts.

During this week, we will urge you to schedule an appointment with your District Site Supervisor to discuss his or her Superintendent/Supervisor Internship Summative Evaluation (SISE), (see Resource Section). In the Weekly Overview for this course, all students have been informed that their District Site Supervisor will be asked to complete a SISE for each intern, and by the end of this course, have a conference reviewing the SISE. We encourage students to use the results of the SISE to address any recommended areas for improvement in the students’ Three Year Professional Development Plan.

Learning Outcome

Ø  Understand the importance of improvement initiatives and generating recommendations based on your internship experiences

Ø  Evaluating lessons learned from the Superintendent/Supervisor Internship Summative Evaluation (SISE)

Performance Outcomes

Ø  Describe improvement initiatives and use a model for building on lessons learned from the improvement initiatives using the CARE Model

Ø  Writes a summary of recommendations and lessons learned from experiences with the District/Campus Improvement initiatives

Ø  Post a reflection on your improvement initiatives and comment on the reflections from at least two other students on their blogs

Ø  Schedule an appointment with the District Site Supervisor to discuss the intern’s SISE

Rubric

Use the rubric below to guide your work.

Tasks 	Accomplished The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.	Proficient The evidence suggests that performance on this work matches that of a strong educator.	Needs Improvement The evidence does not yet make the case for the educator being proficient at this task.	Unacceptable There is no evidence of the candidate being proficient at this task.
Review of District and/or Campus Improvement Initiatives during internship using the CARE Model	Student reviews his or her intern plan, identifies any experiences focusing on District or Campus Improvement Plans, or based on any action research plan, and uses the CARE Model and identifies three responses to each of the four CARE elements.  CARE: Concerns – student lists at least 3 concerns identified from experiences with the District/Campus Improvement Initiatives or action research; Affirms – student affirms or identifies at least 3 actions that must be sustained and supported to achieve the District/Campus improvement initiatives Recommendations – students describes at least 3 recommendations you would make regarding the District/Campus Improvement plans or action research plans Evaluate – Student identifies at least 3 strategies for evaluating the improvement plans or recommendations 12 Points Total	Student reviews his or her intern plan, identifies any experiences focusing on District or Campus Improvement Plans, or based on any action research plan, and uses the CARE Model and identifies two responses to each of the four CARE elements.  CARE: Concerns – student lists 2 concerns identified from experiences with the District/Campus Improvement Initiatives or action research; Affirms – student affirms or identifies 2 actions that must be sustained and supported to achieve the District/Campus improvement initiatives Recommendations – students describes 2 recommendations you would make regarding the District/Campus Improvement plans or action research plans Evaluate – Student identifies 2 strategies for evaluating the improvement plans or recommendations 8 Points Total	Student reviews his or her intern plan, identifies any experiences focusing on District or Campus Improvement Plans, or based on any action research plan, and uses the CARE Model and identifies one response to each of the four CARE elements.  CARE: Concerns – student lists 1 concern identified from experiences with the District/Campus Improvement Initiatives or action research; Affirms – student affirms or identifies 1 action that must be sustained and supported to achieve the District/Campus improvement initiatives Recommendations – students describes 1 recommendation you would make regarding the District/Campus Improvement plans or action research plans Evaluate – Student identifies 1 strategy for evaluating the improvement plans or recommendations 4 Points Total	Student demonstrates no effort to complete this activity. 0 Points
Summary of Recommendations and Lessons Learned from District/Campus Improvement Initiatives	Student writes at least one page thoroughly describing recommendations and lessons learned from experiences with the improvement initiatives or action research plans. 10 Points Possible	Student writes less than one page describing recommendations and lessons learned from experiences with the improvement initiatives or action research plans. 7 Points Possible	Student writes less than a half page briefly describing recommendations and lessons learned from experiences with the improvement initiatives or action research plans. 4- 5 Points Possible	Student demonstrates no effort to complete this activity. 0 Points
Blog Comments	Student follows directions and posts his or her reflection on the Post Assessment and comments on at least two other students’ assessment relfections. 6 Points	Student follows directions and posts his or her reflection on the Post Assessment and comments on one other students’ assessment relfections 4 Points	Student follows directions and posts his or her reflection on the Post Assessment but doess not comment on other students’ assessment relfections 2  Points	Student fails to post reflections to his or her blog. 0 Points
Scheduling a Conference with the District Site Supervisor to review the SISE	Student schedules an appointment with his or her District/Site Supervisor to review the Superintendent/Supervisor Internship Summative Evaluation  2 Points Total			Student does not complete the task. 0 Points
Assignment Mechanics	Responses are relevant to course content; no errors in grammar, spelling, or punctuation. 3 Points	Responses are relevant to course content; few errors in grammar, spelling, or punctuation. 2 Points	Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. 1 Point	Student does not follow the proper assignment mechanics. 0 Points

Week Three Assignment, Part 1 – CARE Model Analysis of District/Campus Improvement Initiatives or Action Research Plans

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

As the high school principal in a small district, I have been allowed to learn more than my fair share of “action research”.  Our district is always working on improvement initiatives every year for the past three years.  The superintendent has been working on keeping facilities maintained at a first rate level.  We have worked together to improve our curriculum, which in turn has led to closing the achievement gaps between students in the district.  Focusing on how teachers and administrators will use new tools such as Eduphoria and CSCOPE to be able to gather data on students and teachers. This goal will help the board of education and administration make good decisions that will improve student learning and understanding.

Concerns – Review your participation in improvement initiatives or efforts to engage in action research, and list at least three concerns that you have identified from these experiences – a concern may be any matter that engages your attention or interest.

1. Introducing the new curriculum at the campus level by engaging the folks using the software and instructional materials. Making sure teachers do not revert back to old teaching habits.
2. Districts focus not including increased stress and age of transportation vehicles.
3. Improvement of district personnel’s motivation to use technology and improve student performance through data gathering that really helps kids learn.   

Affirmations - Review your participation in improvement initiatives or efforts to engage in action research, and affirm or identify at least 3 actions that must be sustained and supported to achieve the District/Campus improvement initiatives.

1. District wide understanding of our vision and goals.
2. District wide acceptance and use of new curriculum and assessment software for kids and teachers.
3. District wide understanding to “tweak” the vision as we learn how to use and implement changes in the Texas education system.

Recommendations - Review your participation in improvement initiatives or efforts to engage in action research and describe at least 3 recommendations you would make regarding the District/Campus Improvement plans or action research plans.

1. Being in the superintendent courses has shown me how different the principal role is compared to the superintendent’s role in improving student performance levels in a district improvement plan. Introducing the new curriculum at the campus level is the “action” required to do the work with new materials and strategies.  Making sure teachers do not revert back to old teaching habits is where the principal must use appraisal documents and reflective discussions with teachers.  District wide understanding of our vision and goals is what allows everyone on the campus to have “buy in” when introducing new strategies to improve student outcomes.  It is not easy.  I believe that administratively the principal’s job is harder on a day to day basis because of the constant “fractionation” that goes on throughout the school day schedule.

2. Communicating the needs of improving our kid’s safety issues in the transportation area of our school district is very hard.  Along this same line is issues is the ability to get technology “savvy” teachers and administrators for improving our students ability to learn with new software and technology that the world outside of our schools requires to be competitive in college or the American job market.  We have not used community “town hall” meetings to share the vision, policies and expectations that are in place in the district’s education plan.  It is almost like being on an island.  With the diverse culture change in our own district, we have to begin using proven strategies that are not easy to incorporate without good communication skills to be used by every district employee.  Educators, especially administrators have to practice what they preach and teach.

  

3. Our school district must have open dialog with the teachers, students and parents concerning our new curriculum and technology goals for improving student learning.  The administrative team must be able to communicate to all stake holders.  Gaining a trust with parents, community members and board members alike is essential in long term goals and visions for the district.  By being “transparent” in financial, curricular, personnel decisions and student expectations. We as administrators will have opportunities to build great and lasting relationships for improving education in our district no matter what the state legislators do to tear down and destroy “public” education. By offering training to all stakeholders in the area of understanding what is needed to improve student learning is important.  As leaders in the district we have to have the foresight to plan and implement these training sessions to parents just like we do for our teachers. This will let us “tweak” the vision as stake holders learn how things like finances are effecting change in the Texas education system.

Evaluate - Review your participation in improvement initiatives or efforts to engage in action research and identify at least 3 strategies for evaluating the improvement plans or recommendations.

Feedback from good and reliable data is important to making the changes needed to improve district outcomes in student learning.  The superintendent is the person responsible to all community stakeholders for what, how and when effective change will occur.   Here are some strategies for implementing some of these plans.

1.  Feedback from stake holders is a needed part of any action plan.  Communication through group and individual meetings will bring in information that can be used in carrying out the district vision or goals.
2. Gathering as much information from colleagues and other school districts that have already been through the same issues being addressed by district administrators and school boards is important for correctly carrying out district goals in improving student learning.  Collaboration and outsider resources are imperative if a superintendent wants to be successful for students.
3. As a school district we are trying to fulfill our school boards wishes of making sure the community knows what is going on in the “educational” lives of our students.  By putting information of what our kids have accomplished on our school websites, local news papers and district newsletters, we are being “transparent” and “accountable” to our stakeholders. Our students have to be engaged in class along with their teachers.  As administrators we have to be engaged in community perception and responsibility to the students, parents and school board.

Week Three Assignment, Part 2 – Part C of the Comprehensive Final Report

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

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

Blog Follow-Up: Be sure to post your above reflection on your Recommendations and Lessons Learned to your blog, and read and comment on at least two other students’ assessment reflections.

The Lamar superintendent program is really rigorous in my opinion.  I am learning in every class that being a superintendent will be the hardest, yet most rewarding job in education.  The ability to touch and change so many lives is a really cool opportunity.  The cohorts are an automatic collaboration team for future decision making.  By being in the program I have come to appreciate the job a superintendent does twenty-four/seven. Always putting kid’s education and safety first in every single decision being made in the district is overwhelming.

 I know that I am not as “verbose” as others in my cohort, but the ability to touch people in a positive way is my ultimate goal.  I have learned that you must pray about every decision, being open minded enough to make corrections from my mistakes.  To make sure and get as much information from both sides of the discussion, so that everyone can have input into the solution of district problems. Quality leadership requires a “team” approach.  I want to be the best “servant” leader my school district can have.

I am extremely pleased with the team that has made this superintendent program better for each cohort. I have actually seen the professors “tweak” the program in order to improve student learning. 

Week Three Assignment, Part 3 - Scheduling a Conference with the District Site Supervisor to review the SISE

Please schedule a conference with your District Site Supervisor between now and Week 5 to review the Supervisor’s SISE (Superintendent/Supervisor Internship Summative Evaluation). To confirm this scheduled conference, please describe your efforts below – this may include “sending an email request for a scheduled conference, visiting with the supervisor to schedule a conference, or any other efforts describing your efforts to schedule this conference.”

My Supervisor, Judith Pritchett will have a visit concerning my summative evaluation after “homecoming” and before the board meeting on the 21^st of September. We talk weekly about the role of superintendent and how she and other superintendents handle the job in ESC Region 12 as well as superintendents in ESC Region 10. Our “CFO” also talk about being a superintendent, since he was the superintendent in Rice before he retired to “flip flop” into the assistant superintendent role.

Reminder regarding the parts of your Comprehensive Final Report

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

Week Two – Part B of the Comprehensive Final Report: Summarizing Leadership Experiences in each of the SBEC Superintendent Competencies

Week Three – Part C of the Final Report: District Improvement and Recommendations

Week Four – Part D of the Final Report: Reflections on Reflective Leadership

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

The Educational Leadership faculty has developed a template for each candidate to develop a three year professional development plan. Based on the lessons learned during their internship, the candidates are asked to complete the following Template:

Goal

TExES Competency and Domain

Objective (What do you want to improve?)

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

Mentor Professional Support (Who will help you improve?)

Date of Completion

Evaluations (How will you know you have improved?)