I am in a unique position with my evaluation because the superintendent in our district who began this process with my retired and our new current superintendent has since been a part of the completion of the coursework activities. I think this unique situation has actually benefited me tremendously. From my perspective I have had the opportunity to learn and observe the leadership style of two separate superintendents. This has just broadened my professional library, and I am thankful for it.
Our current superintendent performed my evaluation. We discussed my strengths and weaknesses, and like most of my peers, I felt weak in areas of finance. I also fell in areas of vision and strategy, my superintendent reassured me that this comes with experience. But the most impacting part of the evaluation had little to do with exceeds, proficient, or minimally proficient; rather it had to do with building relationships. We talked about how all of the competencies can be simplified to one foundation component...relationships! He told me, that if I focused on treating people by putting into them what I want out of them, the planning and decision making will all come in time. I really could not agree more with that. If as a leader we want teachers and staff to act professionally, start treating them like professionals. If we want staff to engage in a vision, talk with them about vision. Include them in the process and create an environment where their ideas are valued. I sounds so simple, and has been emphasized many times in our coursework, but it all came together during this evaluation and I understand it now!!!
What an awesome journey!
Saturday, February 18, 2012
3-Year PD Plan
Year One
Year Two
| Goal Increase my knowledge of leadership and management of the physical plant | TExES Competency and Domain Domain III Comp. 9 | Objective (What do you want to improve?) Improve my knowledge of operations, repair, costs, damages, insurance claims | Course Work/Book/ Workshops (How do you want to improve?) Meet with Maint. Director OSHA Training ADA Training | Mentor Professional Support (Who will help you improve?) Joel Camacho | Date of Completion December 2012 | Evaluations (How will you know you have improved?) Superintendent Evaluations Increased Supervisory role in Maint. Dep |
| Goal Apply effective leadership in district budgeting | TExES Competency and Domain Domain III Comp. 8 | Objective (What do you want to improve?) Knowledge and skills in managing the budget process | Course Work/Book/ Workshops (How do you want to improve?) TASB Courses Collaborate with BM | Mentor Professional Support (Who will help you improve?) Superintendent and Business Manager | Date of Completion Sept 2012 | Evaluations (How will you know you have improved?) Balanced budget, participation in presentation of budget publicly |
Year Two
| Goal Increase public articulation of Vision of learning | TExES Competency and Domain Domain I Comp. 1 | Objective (What do you want to improve?) Public presence for the school district’s vision | Course Work/Book/ Workshops (How do you want to improve?) Get out in the public by meeting in person every business owner in our City | Mentor Professional Support (Who will help you improve?) Superintendent | Date of Completion July 2013 | Evaluations (How will you know you have improved?) Record of all businesses met |
| Goal Increase communication and collaboration with community | TExES Competency and Domain Domain I Comp I | Objective (What do you want to improve?) Communication with all members of our community | Course Work/Book/ Workshops (How do you want to improve?) Get out in the public by meeting in person every business owner in our City | Mentor Professional Support (Who will help you improve?) Superintendent | Date of Completion July 2013 | Evaluations (How will you know you have improved?) Record of all businesses met |
Year Three
| Goal Understand and implement a strategic plan | TExES Competency and Domain Domain II Comp 4 | Objective (What do you want to improve?) Create and implement a strategic plan for curriculum | Course Work/Book/ Workshops (How do you want to improve?) DSB Team Training on Strategic Planning | Mentor Professional Support (Who will help you improve?) Superintendent | Date of Completion Dec 2013 | Evaluations (How will you know you have improved?) Staff Surveys Successful implementation of Strategic Curriculum Plan |
| Goal Sustain Technology Implementation | TExES Competency and Domain Domain II Comp 5 | Objective (What do you want to improve?) Drive cost down and maintain 1:1 6-12 | Course Work/Book/ Workshops (How do you want to improve?) TCEA PD in new instructional Technology | Mentor Professional Support (Who will help you improve?) Tech Dir. Superintendent BM | Date of Completion Dec 2013 | Evaluations (How will you know you have improved?) 3-year Comparison of Tech budget Expenditures Replacement Plan Sustainability Plan |
As I created this PD plan, it was clear to me that growth is something I never want to slip away. These four goals represent two areas of my career's future, improvement in my weaknesses and improvement in my lack of experience. I feel like improving on my weaknesses can become my biggest strength. I hope that through this experience and the experiences listed in my plan, I can continue to grow and strengthen my weaknesses. I also know now, after several months in this program, that there are areas in school business that I have little to no experience. I will work toward shrinking that gap by participating in additional activities outside of my comfort zone and leaning on my mentors. I am excited to begin this journey, and look forward to growth in many areas of my professional career.
Sunday, February 12, 2012
5399 Week 4 Reflection
Just like the job entry plan, as I work through my first year of being a superintendent I will have to plan to reflect. The most effective way for me to reflect on the everyday happenings in the superintendent office is to write down all important information as it happens. This is a skill that will not come naturally to me, so I will have to commit fully until it becomes natural. I believe this notebook will provide a log of things that have happened during the year and also provide ample documentation for any issue. Another idea I took from a friend who worked in corporate leadership is to use a voice memo recorder. He carried it around in his pocket and if you asked him to remember something, he would pull it out of his pocket and record a short message to himself. I think I could do this with my phone or an app and would not even need to carry a separate device, but the idea is good.
Either way, writing or audio, I will need a tool like this to keep me on track with everything that happens during the course of a day, week, and year. I think it is vital to not only complete tasks, but to also provide a way for documentation of important events, conferences, ideas, decisions, and celebrations.
Either way, writing or audio, I will need a tool like this to keep me on track with everything that happens during the course of a day, week, and year. I think it is vital to not only complete tasks, but to also provide a way for documentation of important events, conferences, ideas, decisions, and celebrations.
Tuesday, February 7, 2012
Week 3 - Reflection on Recommendations and Lessons Learned
Each time we are asked to reflect on our program experience I am truly amazed at the journey we have taken through each course. My recommendations for our district include fiscal documentation within our improvement plans, community relations efforts, and data gathering on many levels.
First, our district has improved our district and campus improvement plans each year in the last four. One thing that must happen to remain compliant, is for each to include fiscal expenditures for federal and state grants. As accountability rises and auditors continue to detail the guidelines followed to receive grant money, financial and program documentation is paramount. With districts in our area reporting their experiences with audits and returning funds back to the state, training and a clear understanding of the expectation with accepting grant funds must be communicated. Next, our district, like many in our region, struggle with effective community relations activities. Most often these activities are passive, or focused on delivery rather than participation. My recommendation is to focus a survey to gather information from parents on their needs and focus efforts on participation. We must educate parents on how they can assist in the best education for their students. We must also focus our effort as a district on the communities’ needs and not perception of what those needs may be. I believe this can be done through focused data analysis, and proper diligence with that information. Lastly, I recommend additional information be gathered concerning technology access, use of technology, parental involvement, program implementation, schedules, and overall district performance. I think this information would really help in decision making district wide. We currently make decisions based on a reaction to a issue that presents itself, but with data and evaluations of programs and hardware we could drive initiatives in a positive direction.
I have two major lessons learned during my research and improvement initiatives. First, a quick timeline is rarely possible in education, and second, time is a major part of the success of anything that will help students. As I interviewed administrators and support personnel we discussed changes and their responsibilities. A repeating pattern throughout all of my conversations was the lack of speed regarding change. It takes also takes a tremendous amount of time to allow for buy in. I believe this is a product of two simple things. Change is hard for people, and trust takes time to earn. When something new is introduced, districts have to train, prepare, implement, monitor, and evaluate. That alone takes at least a year. During that time the people involved are dealing with the emotion of change, and it is not until the beginning of the second year of implementation that the new wears off. It is at that time the growth of the program really starts. Teachers begin to feel strength in the once new program and success shortly follows. Opinions start to change and the benefits to students are seen more and more. I have learned that patience is vital to the success of any program, and allowing staff to grow through the process is okay.
First, our district has improved our district and campus improvement plans each year in the last four. One thing that must happen to remain compliant, is for each to include fiscal expenditures for federal and state grants. As accountability rises and auditors continue to detail the guidelines followed to receive grant money, financial and program documentation is paramount. With districts in our area reporting their experiences with audits and returning funds back to the state, training and a clear understanding of the expectation with accepting grant funds must be communicated. Next, our district, like many in our region, struggle with effective community relations activities. Most often these activities are passive, or focused on delivery rather than participation. My recommendation is to focus a survey to gather information from parents on their needs and focus efforts on participation. We must educate parents on how they can assist in the best education for their students. We must also focus our effort as a district on the communities’ needs and not perception of what those needs may be. I believe this can be done through focused data analysis, and proper diligence with that information. Lastly, I recommend additional information be gathered concerning technology access, use of technology, parental involvement, program implementation, schedules, and overall district performance. I think this information would really help in decision making district wide. We currently make decisions based on a reaction to a issue that presents itself, but with data and evaluations of programs and hardware we could drive initiatives in a positive direction.
I have two major lessons learned during my research and improvement initiatives. First, a quick timeline is rarely possible in education, and second, time is a major part of the success of anything that will help students. As I interviewed administrators and support personnel we discussed changes and their responsibilities. A repeating pattern throughout all of my conversations was the lack of speed regarding change. It takes also takes a tremendous amount of time to allow for buy in. I believe this is a product of two simple things. Change is hard for people, and trust takes time to earn. When something new is introduced, districts have to train, prepare, implement, monitor, and evaluate. That alone takes at least a year. During that time the people involved are dealing with the emotion of change, and it is not until the beginning of the second year of implementation that the new wears off. It is at that time the growth of the program really starts. Teachers begin to feel strength in the once new program and success shortly follows. Opinions start to change and the benefits to students are seen more and more. I have learned that patience is vital to the success of any program, and allowing staff to grow through the process is okay.
Monday, January 30, 2012
Week 2 - Job Entry Plan & Reflections
Competency Review:
Reflection is always an eye opening experience that I naturally do not want to go through, but once it is finished I am thankful that I did. This ten page reflection was no different. I was astonished at how many activities we accomplished to experience all ten competencies. I was pleasantly surprised to remember activities from eight months ago as we began this journey. And Lastly, I was proud of the program and the effort put in to plan the course work to address all the major components for superintendent competency. We have all reflected and probably have seen how the structure and organization of the program has prepared us to have the knowledge and understanding of what the superintendent position entails. It is very clear to me that the only step left is to develop these skills through as many experiences possible. We must grow as leaders, and extend our knowledge into experience, and that is why the internship activities have been so important. What a journey, and it is really only beginning.
Job Entry Plan Reflection:
This entry plan was harder to put together than I expected. One thing I am very thankful for is the perspective I have gained from the transition my district is currently going through. We had a superintendent retire, and our new superintendent had his first day two weeks ago. I have watched and learned from his tactically planned entry into our district. He has done it gracefully and has managed in two weeks to make a lasting and positive first impression. I have taken notes and honestly appreciate the effort it takes to start such a challenging job. He has been a fantastic example and I hope I can handle the stress and fast pace nature as well as he has.
First Day:
Goal(s) Establish initial contact with school personnel.
Objective(s) Walk 100% of school facilities, spending time with supervisors at each location.
Activities addressing goals and objectives
Set aside time to visit each location in the district, make contact with school personnel, begin the process of establishing a warm climate of leadership.
Resources needed to achieve goals and objectives
Physical addresses of all locations, names of supervisors to meet, possibly a guide
First Week:
Goal(s) Survival... initiate district evaluation, assess immediate concerns, staffing, academic performance
Objective(s) Organize 100% of the information needed to proceed with goals
Activities addressing goals and objectives
Set aside time to visit with each campus supervisor and directors in district departments, create a system to compile all information, gain access to TEASE, meet with board president
Resources needed to achieve goals and objectives
3 yrs of AEIS reports, NCLB Report Cards, Budget, Purchase Orders, past 3-years board minutes, journal or log system for information
First Month:
Goal(s) Settle in... solidify district’s and board’s goals for the upcoming year
Objective(s) Correlate 100% of the district’s and Board’s goals together, ensure all decisions are 100% in the best interest of students.
Activities addressing goals and objectives
District site based decision making meeting, review District & Campus Improvement Plans, review and evaluate district’s mission and vision.
Resources needed to achieve goals and objectives
Improvement Plans, previous 3-yrs district site based decision making meeting minutes, school calendars, master schedules, NCLB grant figures and applications.
First Year:
Goal(s) Success... complete district evaluation, address all concerns, staffing, academic performance, present a balanced budget, establish student centered climate
Objective(s) 100% balanced budget, 100% meeting AYP and above state standard, 90% positive results in staff evaluation of district.
Activities addressing goals and objectives
Budget planning meetings, Professional Learning Communities at all campuses, Administrative meetings, board meetings
Resources needed to achieve goals and objectives
Meeting minutes, Reports and analytics from past 3 yrs assessment data, last 3 yrs budgets, last 3 yrs AYP reports, any staff evaluations available.
Goal(s) Establish initial contact with school personnel.
Objective(s) Walk 100% of school facilities, spending time with supervisors at each location.
Activities addressing goals and objectives
Set aside time to visit each location in the district, make contact with school personnel, begin the process of establishing a warm climate of leadership.
Resources needed to achieve goals and objectives
Physical addresses of all locations, names of supervisors to meet, possibly a guide
First Week:
Goal(s) Survival... initiate district evaluation, assess immediate concerns, staffing, academic performance
Objective(s) Organize 100% of the information needed to proceed with goals
Activities addressing goals and objectives
Set aside time to visit with each campus supervisor and directors in district departments, create a system to compile all information, gain access to TEASE, meet with board president
Resources needed to achieve goals and objectives
3 yrs of AEIS reports, NCLB Report Cards, Budget, Purchase Orders, past 3-years board minutes, journal or log system for information
First Month:
Goal(s) Settle in... solidify district’s and board’s goals for the upcoming year
Objective(s) Correlate 100% of the district’s and Board’s goals together, ensure all decisions are 100% in the best interest of students.
Activities addressing goals and objectives
District site based decision making meeting, review District & Campus Improvement Plans, review and evaluate district’s mission and vision.
Resources needed to achieve goals and objectives
Improvement Plans, previous 3-yrs district site based decision making meeting minutes, school calendars, master schedules, NCLB grant figures and applications.
First Year:
Goal(s) Success... complete district evaluation, address all concerns, staffing, academic performance, present a balanced budget, establish student centered climate
Objective(s) 100% balanced budget, 100% meeting AYP and above state standard, 90% positive results in staff evaluation of district.
Activities addressing goals and objectives
Budget planning meetings, Professional Learning Communities at all campuses, Administrative meetings, board meetings
Resources needed to achieve goals and objectives
Meeting minutes, Reports and analytics from past 3 yrs assessment data, last 3 yrs budgets, last 3 yrs AYP reports, any staff evaluations available.
Tuesday, January 24, 2012
Goals
Position Goal:
Like some of my cohort members have posted, I am not sure if I am ready to be a superintendent, but in the past four weeks that has changed. We have transitioned to a new superintendent in Childress, and although our past superintendent was a great leader, our new superintendent is close to the opposite in leadership style. With that aside, he has already talked with me about career goals, possibly being moved up into an assistant superintendent position and in turn adopt a few more personnel responsibilities to increase my scope of administrative experiences. We have also talked about accountability and evidence based decisions, which speaks to my leadership style. I think this will be key in evaluating my desire to be “the” man in charge. From my current point of view, I lack some experiences, but the prospect of being exposed to valuable administrative experiences without the title or responsibility will be highly influential on my career goals. I would not change a thing about my current career path as curriculum and federal programs director currently, with the possibility to transition to assistant superintendent, and maybe in the future, superintendent of a school district.
Leadership Goal:
As a seasoned educator and now an experienced district administrator, I have had the opportunity to extend my reach for educational influence. If I were going to sum up my motivation for leadership in education, it would be to reach more students through effective, ethical, student focused decisions. Through this internship I have been able to see the overall big picture of school district administration. For me, that big picture begins with the board and is communicated through the superintendent to the campus administrators. Without this effective relationship direction is missing and the focus is lost. I hope to be a part of connecting a district firmly to their vision, creating by collaboration and moving an entire district in a positive direction. It is exciting. It is why I became an educator, to positively impact students.
Like some of my cohort members have posted, I am not sure if I am ready to be a superintendent, but in the past four weeks that has changed. We have transitioned to a new superintendent in Childress, and although our past superintendent was a great leader, our new superintendent is close to the opposite in leadership style. With that aside, he has already talked with me about career goals, possibly being moved up into an assistant superintendent position and in turn adopt a few more personnel responsibilities to increase my scope of administrative experiences. We have also talked about accountability and evidence based decisions, which speaks to my leadership style. I think this will be key in evaluating my desire to be “the” man in charge. From my current point of view, I lack some experiences, but the prospect of being exposed to valuable administrative experiences without the title or responsibility will be highly influential on my career goals. I would not change a thing about my current career path as curriculum and federal programs director currently, with the possibility to transition to assistant superintendent, and maybe in the future, superintendent of a school district.
Leadership Goal:
As a seasoned educator and now an experienced district administrator, I have had the opportunity to extend my reach for educational influence. If I were going to sum up my motivation for leadership in education, it would be to reach more students through effective, ethical, student focused decisions. Through this internship I have been able to see the overall big picture of school district administration. For me, that big picture begins with the board and is communicated through the superintendent to the campus administrators. Without this effective relationship direction is missing and the focus is lost. I hope to be a part of connecting a district firmly to their vision, creating by collaboration and moving an entire district in a positive direction. It is exciting. It is why I became an educator, to positively impact students.
Saturday, January 21, 2012
Competency Reflection - Week 1 Part 1
As I reflect on the changes in my Self Assessment, it is apparent that over the past several months the experiences outlined in this program have provided opportunities for professional growth. I had a different level of competency in all ten areas of the reflection, with significant growth in competency 4, 8, and 10. The competencies that included aspects related to my current position in my district changed the least, and yet there were still some areas of increased competency.
Competency four is about working with the board and achieving district goals. Over the past four weeks we have transitioned to a new superintendent and although the coursework in this program opened the door to a better perception in this competency, our new superintendent has emphasized areas within this competency on a regular basis. We have looked at short and long term aspects of our district’s vision and have begun the process of communicating this outside of the context of school district personnel. We have also touched base with the political representation locally and within our region by attending a grass roots meeting in Amarillo.
Competency eight is also one of the ten that showed significant growth through the investigations and activities we performed in our course work. Specifically, the budgeting activities in our finance class opened my eyes to many additional aspects of school business. Although, I cannot rate myself as “S” in most areas of competency eight, I could move my rating from “I’s” to mostly “C’s.” Our business manager has been instrumental in learning about budget planning and forecasting. Also our new superintendent has increased the level of staff evaluation and allocating resources to the proper aspects of school finance.
Competency ten encompasses federal requirements, organization, and decision making in a positive context. I must admit that as I have worked in my current position this competency seemed to always be at my fingertips, but without a high aspect of understanding. As I reflect, I believe it was the interviews with my superintendent that made the largest impact on this change. I was able to ask hard questions, and in turn receive straight answers concerning leadership, decision making, and change. I learned that change in school districts does not happen in a flash, but rather over time with careful consideration and specific attention to the needs of students.
Overall, I have found growth in most aspects of superintendency competencies. It is really interesting to reflect and see that growth. What an incredible journey.
Competency four is about working with the board and achieving district goals. Over the past four weeks we have transitioned to a new superintendent and although the coursework in this program opened the door to a better perception in this competency, our new superintendent has emphasized areas within this competency on a regular basis. We have looked at short and long term aspects of our district’s vision and have begun the process of communicating this outside of the context of school district personnel. We have also touched base with the political representation locally and within our region by attending a grass roots meeting in Amarillo.
Competency eight is also one of the ten that showed significant growth through the investigations and activities we performed in our course work. Specifically, the budgeting activities in our finance class opened my eyes to many additional aspects of school business. Although, I cannot rate myself as “S” in most areas of competency eight, I could move my rating from “I’s” to mostly “C’s.” Our business manager has been instrumental in learning about budget planning and forecasting. Also our new superintendent has increased the level of staff evaluation and allocating resources to the proper aspects of school finance.
Competency ten encompasses federal requirements, organization, and decision making in a positive context. I must admit that as I have worked in my current position this competency seemed to always be at my fingertips, but without a high aspect of understanding. As I reflect, I believe it was the interviews with my superintendent that made the largest impact on this change. I was able to ask hard questions, and in turn receive straight answers concerning leadership, decision making, and change. I learned that change in school districts does not happen in a flash, but rather over time with careful consideration and specific attention to the needs of students.
Overall, I have found growth in most aspects of superintendency competencies. It is really interesting to reflect and see that growth. What an incredible journey.
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