Internship Plan

Activity # ____ You may give the number corresponding to the 38 activities from the text to identify one of the activities. Make as many cells as necessary to address all 38 leadership skill areas.	TExES comp.#___ You must have activities that represent each of the 10 Superintendent competencies.	Summary of Activity - Describe the activity you plan on implementing or participating in during your internship – you may use any of the internship activities identified in the School Leader Internship, 2nd edition, pp. 19 – 68.	Resource Person	Projected Date to be Completed
29a	1	Look at Job Description and evaluation instrument of Migrant Recruiter. Analyze the correlation between each.	Word, Jurado	Aug 30th
30d	1	Review CSCOPE curriculum in Math, 5E model, and note philosophical base. Recommend other approaches that would serve students better.	Wilson	Aug 30th
1a	2	Analyze mission and vision statement compared to school master schedule. Determine if vision is reflected in schedule	Meacham	Aug 1st
2c	2	Serve on strategic development team	Wilson	Nov 1st
2c	2	Review how assessment data is used. Reflect how leadership would improve use of data in district	Wilson, Kirkpatrick, Meacham, Word	Nov 1st
5a	2	Assess leadership culture in district. Top down vs. consensus leadership which is used most and how does it compare with policy.	Wilson	Sept 1st
6a	2	Observe district admin meeting where collaboration is used. Observe behavior of leadership in meeting	Wilson	July 1st
4c	3	Assist conducting staff meeting. Survey sample of participants about presentation.	Kirkpatrick	Nov 1st
4f	3	Review and critique process used to monitor ongoing communication between district and faculty and parents	Wilson Meacham	Sept 1st
25b	3	Prepare a document of a written communication to be sent out to the public	Murdock	Aug 1st
26b	3	Examine Parental Involvement Policy and procedures. Summarize	Wilson	Dec 1st
27b	3	Meet with A. Chisum in ELAR examine lit. used in regards to gender stereotyping.	A. Chisum	Jan 1st
28c	3	Meet with J Henderson and B Tucker about their perspective on quality of ed, concerns, and recommendations	Tucker/Henderson	Jan 1st
13b	4	Assist planning and supervising GT trip in spring 2012.Critique learning experience of the students	Steed	March 1st
31b	4	Meet with M Waldron and N Murdock to discuss their perspective on ethical/unethical behavior of certified personnel. Seek recommendations for change	M Waldron/ Murdock	Feb 1st
32a	4	Develop my acknowledgement of others, prompt return of concerns and needs, acceptance of criticism, encourage others to participate, easing tension, and resolving conflict	Wilson	Feb 1st
33b	4	Attend board meetings	Wilson	March 1st
7d	5	Interview persons involved in implementation of district curriculum. Describe process and note success and concerns.	Meacham	July 1st
8a	5	Analyze HS schedule, make recommendations to increase efficiency. Present findings to principal	Kirkpatrick	July 1st
9h	5	Interview technology integration coach, assess needs, goals, and level of service provided by central office.	Galligan	July 1st
34c	5	Interview Piper about Vocational Education. Discuss major requirements, concerns, and goals	Piper	Feb 1st
10c	6	Meet with 3rd grade PLC team and review curriculum and lesson plans. Assist discovery of more cognitive and experiential objectives.	Word	Nov 1st
11c	6	Interview Galligan about assessing technology software. Describe process. Evaluate and discuss concerns	Galligan	Oct 1st
12c	6	Analyze district state test results. Assess strengths and weaknesses using DMAC. Recommend areas for improvement.	Kirkpatrick	Oct 1st
16a	6	Review HS campus Handbook in regards to discipline. Discuss discipline with Principal and assess compliance with law	Kirkpatrick	Oct 1st
36a	6	Compile a list of issues affecting teaching and learning:Social Media, Networking, etc. Assess urgency	Kirkpatrick	Feb 1st
14c	7	Collaborate with Region 16 for CSCOPE Implementation or Assessment.	Watson	Sept 1st
23b	7	Participate in an interview of a professional position	Kirkpatrick	Aug 1st
18c	8	Observe Sheila at HS, assess secretary needs and demands. Sub for Secretary for a day.	Timmons	Nov 1st
19b	8	Weet with attendance officer at JH. Discuss rules and ramifications of attendance	Garcia or Rister	Dec 1st
24d	8	Complete requisition for supplies from a budgeted account. Document path for approval.	Leonard	Dec 1st
37c	8	Present PD plan for Assessment district wide	Wilson	Feb 1st
38a	8	Make a list of books, internet sources, and publications used or recommended for Sup Position.	Wilson	Feb 1st
20b	9	Meet with Camacho about maintenance, job responsibilities and schedule of staff. Shadow.	Camacho	Dec 1st
21b	9	Observe Novak on bus route, summarize observations	Novak	Dec 1st
22a	9	Interview Food service director. Look at issues, requirements, concerns	Jones	Dc 1st
15b	10	Meet with Meacham about iPad integration. Note steps, and stages of implementation	Meacham	Oct 1st
17a	10	Participate in Career program session with HS counselor and student.	Piper	Nov 1st
35a	10	Discuss on two sides of use of fund balance in this economic situation	Wilson	Feb 1st

Vita....well not pretty, but posted!

Joseph Waldron
Education/Certifications
• 2011-present Lamar University Beaumont, TX
• Superintendent Certification Certificate Program
• 15 hours Doctoral Level work in areas of Educational Leadership
• Superintendent Internship
• Superintendent Certification - pending
• 2006-2008 Governors State University University Park, IL
• Master of Arts in Educational Administration
• Nearly 200 hours in Practicum Experience completing a wide variety of administrative tasks
• Illinois Type 75 Certificate #2333257/Texas Principal Certificate K-12
• 2001 - 2002 Alternative Certification Program, Region 9, Wichita Falls, TX
• Completed 5/02 – Standard Texas Certificate through 8/31/08 in Secondary (6-12) Earth/Life Science and Biology. Illinois Teaching Certificates in secondary Biology, P.E., and Life Sciences
• 1998 – 2000 Midwestern State University Wichita Falls, TX
• Masters of Science in Kinesiology
• 1994 - 1998 Olivet Nazarene University Bourbonnais, IL
• Bachelor of Arts in Biology

Administrative Experience
• Curriculum/Federal Programs Director
• 2009 - present Childress ISD Childress, TX
 Implemented and trained staff in CSCOPE, our district curriculum
 Chair for District Improvement Team
 Chair for School Health Advisory Council
 Managed all Federal Grants including Title I, Title II, Migrant, ESL, ELL/LEP, Carl Perkins
 Managed all State Grants including SCE, Rural Low Income Grant, R-Tech Cycle 2 and 3
 District Textbook Coordinator
 District E-rate Director
 Member of the District Technology team
 Author of District Improvement Plan
 Professional Development Appraisal System Certified
• Assistant Principal for Childress High School
• 2008 – 2009 Childress ISD Childress, TX
 Student attendance accountability
 Student Discipline Coordinator
 District Textbook Coordinator
 Chair for District Improvement Team
 Author of District Improvement Plan
 Chair for School Health Advisory Council
 Professional Development Appraisal System Certified

Teaching Experience
• 2005 – 2008 Manteno High School Manteno, IL
• Instructor of Anatomy and Physiology, AP Biology, and Biology 1
• Illinois Initial Secondary Teaching Certification - Biology
• Leadership Team member
• PBIS Green Level Team Member (Positive Behavior Interventions and Supports)
• Teacher Mentor
• Student Mentor
• 2003 – 2005 Rider High School Wichita Falls, TX
• 9th Grade Biology, Pre-AP Anatomy and Physiology
• Instructed all aspects of classroom activities and management for Freshman level Biology and upper level Pre-AP Anatomy and Physiology
• 2001 - 2003 Zundy Junior High Wichita Falls, TX
• 7th / 8th Grade Science Teacher
• Junior High Coach for Volleyball and Track
• Constructed, developed, and executed laboratory and classroom activities from October 2001 to May 2003.

Coaching Experience
• 2005 – 2008 Manteno High School, 1A
• Head Girls Volleyball Coach
• Organize and facilitate training of high school athletes within the rules of the IHSA and River Valley Conference.
• 2003-2005 Rider High School, 4A
• Head Girls Volleyball Coach, Assistant Girls Soccer Coach
• Organized and maintained travel budget and arrangements, equipment budget and ordering, scheduling, practice and weight training, UIL rules and regulations according to the UIL code of conduct and volleyball manual.
• Two District Championships in first two years, 1st in school’s 18 year history of varsity competition in volleyball.
• 2004 - First team in WFISD history to get to Regional Quarterfinals.
• 2001-2003 Zundy Junior High Volleyball Coach
• Organized and implemented a successful program for volleyball and track, leading to a city championship in volleyball in fall of 2002 and track in spring of 2003.
• Graduate Assistant Volleyball Coach 1998-2000
• Midwestern State University, NCAA II, Wichita Falls, TX
• Built and maintained recruiting database.
• Assisted in the recruiting nine new players for the 2000 season.
• Assisted in court coaching and management.
• Student Assistant Volleyball Coach 1994-1998
• Olivet Nazarene University, NAIA, Bourbonnais, IL
• Court manager for the NAIA National Volleyball Championships 1997 held at Olivet Nazarene University.
• Coached in the 1997 NAIA National Volleyball Championships.
• Head Volleyball Coach / Director, 2000-2003
• Red River Rebels Volleyball Club, Wichita Falls, TX
• Managed all aspects of the team including court coaching, travel, registration, schedule development, and individual player development.
• Head Volleyball Coach, 1996-1998 - Divers Volleyball Club, Manteno, IL
• Managed all aspects of the team including court coaching, travel, registration, schedule development, and individual player development.

Publications
• Effects of creatine supplementation on hepatic function in strength-trained athletes. Journal of Strength and Conditioning Research (Abstract). 14(3):371, 2000.

Professional Development
• ACET Conference
• Spring 2010
• Spring 2011
• Texas Computer Education Association
• February 2010
• Migrant Training
• Identification and Recruitment 2010 and 2011
• MSIX National database training
• Developing a Community of Professional Learners
• Jan 2010
• “Teaching the 21st Century Student” Conference
• January 2011
• Highly Qualified Trainings
• 2010 and 2011
• Homeless Student Trainings
• 2010 and 2011
• Title I and NCLB Trainings
• Application 2010 and 2011
• Compliance Reporting 2010 and 2011
• Comprehensive Needs Assessment
• Campus and District Planning
• State Compensatory Education Overview
• School Health Advisory Council Trainings
• 2010 and 2011
• Curriculum Trainings
• Dr. John Crain on Understanding and Articulating Curriculum
• CSCOPE Implementation Module 1-4
• PDAS Training
• October 2009

Grants
• While at Childress ISD, managed, wrote, and monitored compliance with the following grants:
• Title 1 Part A
• Title II Part A
• Title I Part C, Migrant
• Title III Part A, LEP
• Rural Low Income Grant
• Carl Perkins Grant
• State Fiscal and Stabilization Grant
• American Reinvestment and Recovery Act Grant
• R-Tech Cycle II and III

References
• Available upon request

Superintendent Interview

I must say that the superintendent I interviewed for this assignment has been a co-worker of mine for several years and I probably could have predicted most of the answers due to our work relationship. To my surprise there were several responses that turned out to be both informing and applicable to my own learning process.

Overall, the interview was efficient, timely, direct, and relevant to superintendent certification training. Here are a few highlights.

#1 He highlighted in his answer to question number 2 that one of the positive aspects to being Superintendent was setting your own agenda and seeing things come to completion. He talked about the exact moment he identified the need for the district to move to a 1:1 laptop initiative. I personally can relate heavily to both these points. I love to be self paced and motivated, and I love to see the fruits of my labor. Looks like being the Super, may allow both of these things to become reality.

#2 In question 3, he talked about never being able to be good enough at all aspects of the superintendent position. In other words, he was saying that there is so much to cover as Super, that there is no way to be the expert in all aspects of the job. This hit me hard. I love to be the expert. I am a believer in Systemic Leadership. I love the idea that not only I can be an expert, but my admin team can also be experts in as many areas of school business as possible. I guess it is true that a Super cannot be the expert of all, due to the vastness of the job, but I would like to put a system in place for collaboration that ensured a high level of knowledge in all areas.

#3 In question 5, he talked about ethics in leadership. His answer was good and one that I will take to heart. I have always heard that the closer you are to yourself in leadership, the more genuine you will come across to your staff. The superintendent I interviewed noted his commitment to being himself at all times and functioning within his core values inside and outside the job. That meant a lot to me. I know that in order for me to lead I must be genuine to myself and my values. I believe if I do that, my co-workers will see that integrity shine through in all aspects of the job.

#4 In question 7, he talked about communication as a weakness, and that for him, this is a delegated activity. I can relate to that as well. I am not a party planner, or an extrovert, or one to really boast about myself or others. I am a pretty to myself kind of person. I do however, recognize the need for high communication throughout all aspects of school business. This will be a huge part of my internship plan. I will address this weakness and help the district communicate on higher level.

#5 In question 11, he talked about how evaluation tools always seem to lack the desired outcome of a proper evaluation. This discrepancy has never occurred to me. I always figured evaluation of staff was a given in administration. I thought the tool was good and effective. For me, my eyes have been opened. I have been thinking about this for a while and the only proper way to evaluate staff is with a solid system. One system that impressed me is from a book called, "Instructional Rounds in education," by City, Elmore, Fiarman, and Teitel. Based on the procedure doctors follow for medical rounds, the process is intimate, student based, frictionless, and proven effective. It is however time consuming, and can involve several districts. I think as I continue my journey in educational leadership, I will modify this model to fit the district's needs, and then evaluate it's effectiveness. I am sure there is not one proven method for evaluation, otherwise we would all be using it.

The overall major take away from this interview was that the Superintendent job is big, and delegating with high level collaboration is key to the success of the position. It was a pleasure to sit down and talk with an expert on the Superintendent position.

Technology Cost...Worth It?

I was just reading here about the cost of technology. I can tell you I am a technology advocate in education. I believe our students, especially the young ones, are functioning in a world where touch screens and the internet are not just tools, but a way of life. These points are not what caught my eye in the post from Dave Bircher. What caught my eye was the emphasis on the proper use of these tools in the classroom. His questions about following best practice and planning time really sparked my interest.

I work in a rural Texas school district, very poor, with a 1:1 laptop program in grades 6-12. The district is also wireless everywhere, hosts around 10 servers and has several COWS at our elementary school. We are doing well in technology, but the question remains about using best practices and planning for technology in the classroom. I would love to go back and plan for infrastructure, hardware, and software with the knowledge gained in the past four years of the 1:1 program. The present perspective on how quickly the world of technology changes, would be highly valuable in the planning process. Four years ago it was very difficult to see the ever increasing world of technology along with the costs that go with these changes. Every time we look into a new device, I cannot help but think, "We could wait a month or two and there will be something better to replace this thing we are considering for our classrooms now." Another thought that roles through my head repeatedly, is the availability of free resources that can do most of what is being sold to us. Obviously not hardware, but resources used on the hardware we already own.

How do we plan in the ever changing world of technology? How do we ensure that what we do have in our school districts is being used in a guaranteed viable best practice? Huge challenges? If addressed, these issues could be the key to sustaining any technology initiative.

Transfer Theory

The transfer theory of learning comes from Dr. Madeline Hunter’s theory of lesson design. She states that transfer is the heart and soul of all learning. Transfer is standard rarely taught to educators, but may be one of the most vital skills in the classroom. Transfer theory is the transferring of knowledge and skills from one situation to another often without conscience thought.
An example of this could come from a student’s knowledge of forces in nature. In the classroom they discuss the laws of motion and inertia. Specifically they talk about equal and opposite reactions. The teacher uses the famous model of five swinging steel balls that will continue to hit off each other for hours due to the transfer of energy from one side to the other. The knowledge from that lesson is later applied by student’s real life examples of the conservation of energy, where energy is conserved or transferred. A student in class shows transfer when she takes her newly learned understanding of energy and transfers her knowledge to a diver on a springboard loading and then jumping into the water. The student realizes that the stored energy in the springboard is equal to the height the diver will be propelled into the air once leaving the board. She has taken the acquired knowledge and transferred it into a new situation in her life.
In this program it is vital to have prior knowledge to transfer new knowledge. Without the one-year of experience, lessons in this course are just theory and lack relevant job based application. There would be no transfer, there would only be recall. It is clear to see that the application to current job practice is powerful and non negotiable in this process for superintendent certification.