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.
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