EDLD 5399: SISE Reflection

During my SISE exit interview, my superintendent reiterated some of the challenges superintendent’s face. What I found interesting was that I really understood where he was coming from this time, as opposed to our first interview.  During the first interview, it was a one-way activity…he talked, I took notes, and I worried about writing down all the details.  During this post interview, it was a two-way communication.  He talked about the challenges a superintendent faces, and I could actually engage in conversation with him about these challenges.  I have a better working knowledge of these challenges and could relate to either real-life events or internship activities during the course of this program that helped me better understand the challenges. It was at this point that I truly realized the growth I've experienced as a result of this superintendent's program!

EDLD 5399, Final Requirements

Final documents for EDLD 5399 are posted on my wiki at  http://brenda-lu-academic-partnership.wikispaces.com/EDLD+5399--FINAL+DOCS

EDLD 5399, Week 5 Lessons Learned

During the first internship course, I can remember reviewing the Three-Year Professional Development Plan template and feeling a wave of hopelessness come over me, because I had no idea how I would ever complete the silly thing…I wondered “what in the world have I gotten myself into!” 

Now, as I sit and complete the template after our six Superintendent Certification program courses, I found it challenging to narrow my selection of professional development activities down to just six!  Professional development is extremely important for all educators, but realizing the overarching responsibilities of the school superintendent makes professional development even more critical to effectively leading a school district.

EDLD 5399, Week 4 Value of Reflection

Reflection is an important leadership skill because it helps us to analyze, understand, and gain meaning from our experiences.  It is more than just “thinking” about an activity or event; it is trying to come to a better understanding and learning from it.  I initially learned about reflection during my doctoral program at Lamar University.  In the beginning of my reflective thinking assignments in that program, my reflections were very limited in thought.  However, I soon realized the value in reflection and saw it as a way to dig deeper into the real meaning of the assignment. I think my prior experience with reflection worked to my advantage in this program.  

The most beneficial reflections for me were the reflections of course assignment activities.  I was always in such a mad rush to complete an assignment, that it was all process and work to complete it and meet the maximum rubric requirements. I typically saved the reflection portion of the course assignment activities until later in the week when I wasn’t worried so much about the rubric and the points, but when I could really think about the assignment and what I thought/learned from completing the assignment.  The reflections forced me to analyze and understand what I had really done which in turn provided me the opportunity to gain meaning from the assignments. 

I also benefited from reflections of other intern reflection experiences.  I continue to be amazed at how much thought and reflection was done by my peers and how well many could express those reflections through the written word!

EDLD 5399, Week 3 District Improvement/Lessons Learned

         Through the course of this superintendent program, my participation in improvement initiatives took a different turn when I was named the Assistant Superintendent for Curriculum and Instruction/Technology in the spring. My focus in improvement initiatives took on a broader focus than what I may have realized earlier in the program.  It did not take long to realize areas that needed to be addressed for district improvement.

            I identified three major areas of concern for our district:  STAAR writing challenges, performance of our economically disadvantaged students on the TAKS test, and a general decline in attendance that is costing the district thousands of dollars.

Recommendations

After our writing teachers attended the regional service center writing academies, they returned with concerns about preparing their students for the STAAR writing test.  During a district meeting with writing teachers, it became evident that we needed to develop a plan for vertically aligning the writing curriculum beginning in Kindergarten.  A team of writing teachers was formed and these writing teachers will work during the summer to align their curriculum and develop a series of grade level writing benchmarks.  This team of teachers will present the writing benchmarks to other district writing teachers in August staff development and will train their peers in what is needed and what has been identified.

Once our 2011 TAKS results became available, we immediately started reviewing our data through DMAC data disaggregation.  As an administrative team, we recognized that our economically disadvantaged student population was not performing at as high a level as other groups of students. A team of administrators has been defined and this team will plan for transitioning to STAAR/EOC for the 2011-2012 school year.  In addition, they will focus on our economically disadvantaged student group and how to better meet their needs. In order to do this, principals will have to be trained accessing DMAC STAAR attribute reports to prepare for problem areas identified through DMAC data analysis.

A recent PEIMS audit revealed that our attendance rate has steadily declined over the past five years and, as a result, has cost our district thousands of revenue dollars. The data indicated significant drops in attendance during the 3^rd and 6^th weeks at the high school which is when exemptions are scheduled. Therefore, an immediate recommendation was to review the current high school exemption policy.  Of course, details have to be worked out because of the new EOC assessment requirement for the EOC test to count 15% of a student’s grade, but if an exemption policy somehow remains in effect, change the exemption policy so that students must come to school for attendance purposes BEFORE being exempt from their exams.

Lessons Learned

            Since my participation in improvement initiatives changed drastically from the beginning of this program to now, I realized that district needs are ever-changing and new needs can pop up at any time.  I have always known that data analysis is powerful, but the recent disaggregation of our TAKS and attendance data certainly emphasized the importance of how critical data is to identifying areas that need improvement.  As educational leaders, we must constantly review data in our search for improving our district.

EDLD 5399, Week 2 Job Entry Plan

I guess I am tired, but I really dreaded starting my job entry plan.  But, after I got started, I found  myself wanting to add more and more goals and objectives....it wasn't as hard as I thought it would be.

Brenda Duhon:  EDLD 5399: Week Two Assignment, Part 2--Job Entry Plan

FIRST DAY Goal(s): Attempt to meet as many staff members as possible.

Objective(s):  Identify key personnel

Activities addressing goals and objectives

·         Meet with secretary and outline a tentative plan for the first day

·         Meet central office staff

·         Be as visible as possible throughout the day

Resources needed to achieve goals and objectives

·         Staff directory

·         Map of district

FIRST WEEK Goal #1: Depending upon the size of the district, continue to meet as many staff members and administrators as possible.

Objective(s):  Learn key personnel and their job duties.

Activities addressing goals and objectives

·         Continue to remain visible throughout the District

·         Continue to meet as many district personnel as possible

·         Eat lunch at campuses

·         Create a plan/schedule to attend campus faculty meetings

Resources needed to achieve goals and objectives

·         Notepad or electronic recording device to record notes

·         Campus faculty meeting schedules.

·         Lunch money!

FIRST WEEK Goal #2:  Shape district culture that is supported by the educational community. (Domain I: Competency 2)

Objective(s):  Begin the process of creating a positive climate with all stakeholders.

Activities addressing goals and objectives

·         Develop and communicate a plan for communication to the School Board

·         Develop and communicate a plan for communication with administrators and staff.

·         Develop a plan for communicating to parents and community members.

·         Meet with principals, coordinators, and directors to review the following:

o   Opening of school

o   Outline expectations for myself and administrative team

o   Begin discussions on areas that need improvement

Resources needed to achieve goals and objectives

·         List of communication resources currently available in the district:  e-mail, newsletters, video technology, website

·         AEIS reports

·         School Report Cards

·         NCLB Report Cards

·         Accountability Ratings

FIRST MONTH Goal(s):  Communicate and collaborate with various stakeholders to ensure educational success for all students.  (Domain I: Competency 3)

Objective(s):  Become immersed in all aspects of the school district.

Activities addressing goals and objectives

·         Continue study of district data

·         Begin campus meetings to introduce myself to faculty and outline my goals for the district.

·         Meet with Business Manager to access district finances include budgets, recapture, federal funding, tax rates, etc.

·         Prepare for first School Board meeting.

·         Start getting to know board members on a personal level.

·         Review board policy and administrative guidelines.

·         Be visible at community functions.

·         Meet PTA Area Council members.

·         Meet with local legislators and business/community leaders.

Resources needed to achieve goals and objectives

·         Data:  AEIS reports, School Report Cards, NCLB Report Cards, Accountability Ratings

·         Current budget and financial data

·         Research/materials as needed for school board meeting

·         Board Policy Online

·         Administrative Guidelines

·         Names and contact information for legislators and business/community leaders.

FIRST YEAR Goal(s): Apply principles of effective leadership and management in relation to district budgeting.  (Domain III: Competency 8)

Objective(s): Create a balanced budget that meets the needs of the district.

Activities addressing goals and objectives

·         Begin discussions with district stakeholders regarding budget needs for next school year.

·         Conduct Budget Forum/Workshop for patrons

·         Conduct Needs Survey

·         Develop a balanced budget

·         Board-approved budget in required timeline.

Resources needed to achieve goals and objectives

• Current year budget
• Revenue forecasting information
• Enrollment forecasting information
• Identified list of needs by campus and departments

EDLD 5399, Week 2 Competency Review Reflection

I have significantly increased my knowledge in the ten superintendent competencies throughout the course of this program as evidenced in growth in 63% of the components.

While I wasn’t as positive about the benefit of having to complete the 38 internship activities required in this program, upon final reflection, they did contribute to my overall growth.  The readings, board policy in particular, and various assignments also added to my growth.  Aside from the course requirements, my new position as Assistant Superintendent for Curriculum and Instruction/Technology has also played a significant role in the growth of the superintendent competencies.  New responsibilities in this position gave me a significant advantage in many of the competencies. 

With that being said, I think experience is a key factor in gaining strength in the competency areas.  For example, in my final assessment, I rated myself as needing improvement in three components of Domain III:  (1) revenue and enrollment forecasting, (2) physical plant and support systems, and (3) implementing and evaluating appropriate procedures to ensure efficient, effective district transportation, food, health, and other services.  Yes, I completed internship activities where I interviewed key personnel in these areas and read various resources regarding these areas, but that did not make me proficient in these areas.  I have no real experience in these areas, so I cannot say they are strengths! 

The first step in improvement is identifying your weaknesses.  Now that I have done this, I plan to do what it takes to improve in these areas.