Activity # ____
You may give the number corresponding to the 38 activities from the text to identify one of the activities.
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TExES comp.#___
You must have activities that represent each of the 10 Superintendent competencies.
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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.
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Resource
Person
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Projected Date to be
Completed
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Activity #1
Analyze the school’s mission statement as it relates to the school’s master schedule. Page 22
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Competency 002. Analyze a school Mission Statement as it relates to the school’s master schedule. North Shore Senior high School’s Mission Statement is: North Shore Senior high School is committed to provide all the necessary resources and strategies so that students reach a high level of academic achievement through rigorous and relevant content to ensure that all students meet state and national standards.
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While this mission statement is clear looking at the master schedule to determine how it relates to the mission statement is a little tougher. NSSHS does offer a state mandated curriculum to help ensure all students meet state standards. The offer enrichment classes to ensure students meet testing standards if they need extra help. They offer a large number of AP classes to help ensure students who want a more rigorous curriculum receive that. They also have an excellent partnership with San Jacinto Junior college that offers academic and CTE dual credit classes. Many of the CTE courses offered are grouped into academies and help students’ select relevant academies to their career pathways. Overall I’d say that the master schedule does reflect the vision statement clearly.
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Associate Principals, Counselors, and Department chairs.
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February 2012
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Activity #2
Develop a plan for Special Education that would ensure compliance with special education requirements. Page 23
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Competency 005. The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; and promote the use of varied assessments to measure student performance.
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After a recent audit NSSHS realized that they have several non-compliance issues. To help ensure that they were in compliance with all special education requirements and to help teachers feel that their opinions mattered we created the ARD information sheet that all teachers use to give information for ARD meetings. The form includes an area to monitor grades and to check assessment data for all special education students. While it is just one piece of paper per student it has been extremely well received. It has created a way to easily track information and gather it for all four core teachers so that input is included in the ARD process.
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Associate Principals, Special Education Assistant Principal, Special Education Department Chair, and Special Education Teachers.
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February 2012
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Activity #3
Data collection and analysis. Page 24
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Competency 006. The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conductive to student learning and staff professional growth.
Competency 10. The superintendent knows how to apply organizational, decision-making, and problem-solving skills to facilitate positive change in varied contexts.
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Data Analysis on district campuses falls into two categories: The real thing or practice for the real thing. TAKS, AP exams, PSAT and SAT testing would be the real thing. For this data analysis there is a top down philosophy. Central office receives these scores. They then analyze them and break them down and share with building administrators who then share with their staff. Decisions on improvement are often made just once a year and happen in the summer during the administrator retreat. The practice data includes 3 week common assessments in each of the four core areas. This data analysis has a bottom up philosophy. Department chairs and teachers look at this data to assess individual student growth. They then share it with administrators and help formulate improvement plans for the real tests. They also use this data to target objectives and student groups. Three or four years ago when the district begin rigorous and relevant instruction they added data analysis as a key component to that and data driven instruction has really benefited the campuses. The need to continue on that path is evident.
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Bench Mark test data, TAKS test results, English, Math, Science, and Social Studies Content Specialist from Central Office. Campus core Assistant Principals, and core department chairs.
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February 2012
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Activity #4
Effective communication. Page 25
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Competency 003. The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.
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I interviewed five students regarding possible ways to increase the rights of students to be heard at NSSHS. Four of the five students were actively involved in at least one or more clubs or organizations on campus. Students felt that “mainstream” students had a voice through their student council and class officers on campus. Many students know that they could make an appointment to see the principal and two that I interviewed had done so. Most students felt that the school newspaper helped them voice their opinions. One student in particular felt that no matter what students said or did they would not be heard. The students seem to feel they have a voice in matters. Every school community could improve in this area I am certain by reaching out to more students.
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Students at NSSHS.
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February 2012
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Activity #5
Negotiating/consensus Building. Page 5
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Competency 10. A current issue for high schools and districts across the state is determining how we will count the EOC as required for the 15 percent grade requirement. There are three main questions: 1) How will we convert a scale score on the EOC to a numerical grade? 2) How will we use the grade for the 15 percent and will it count for GPA and class rank? 3) Will we allow grades to be changed if a student retakes the exam?
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Meet with a team of high school principals, testing and accountability personnel and district curriculum staff to answer the three questions related to EOC 15% mandated requirement.
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High School principals, accountability personnel, and testing coordinator.
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March 2012
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Activity #6
Collaborative Decision Making. Page 27
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Competency 003. The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.
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Observe the leader’s behavior in outlining goals/problem definition, seeking information, providing information, clarifying/elaborating, challenging, viewpoints, diagnosing progress, and summarizing.
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Cabinet members and Superintendent.
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March 2012
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Activity #7
Analyzing the Curriculum. Page 29
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Competency 005. The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; and promote the use of varied assessments to measure student performance.
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I have never participated in curriculum writing until last Spring. I participated in writing curriculum for World History with my Social Studies department chair, Kimberly Martin. We were writing curriculum for World History to prepare our 10th graders for the upcoming EOC testing. The Social Studies TEKS were revised last May and we have been writing what our district calls TEKS explained for each TEK. We have been adjusting 10th grade curriculum. I have not taught World History before so I was learning the content as we went. What was significant about this experience was we were writing curriculum to prepare students for EOC testing with very little information from TEA which was frustrating. The curriculum that we put together was very flexible because we were trying to anticipate what TEA would be sending out in the near future for World History. Certainly we would love to have had more testing information from TEA in order to make this process easier on our 10th grade teachers. I also realized that I needed to work on ways to positively communicate implemented changes with our teachers. Teachers in general seem to be very resistant to change. Better communication of why we have to change curriculum at that time to get ready for something two years away, which is the EOC exam for 10th graders. I am presently working with the District’s curriculum specialist in preparing campuses for EOC exams in 10th grade ELA and Algebra I. This is an ongoing process. I really believe that our district is ahead of most districts because we started on curriculum building a year ago.
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Scope and Sequence, TEKS.
Social Studies Department Chair,
District instructional specialist.
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May 2012
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Activity #8
School/Program scheduling. Page 31
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Competency 006. The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conductive to student learning and staff professional growth.
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Discuss with the counselor or an administrator schedule changes, rational for changes, and ramifications of the changes. Examine ways to reduce changes and/or better meet student needs.
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School counselor or administrator
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March 2012
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Activity #9
Supervision of Instruction. Classroom observations. Page 32
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Competency 007. Supervision of Instruction: Conduct two classroom observations with the principal.
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The principal at Galena Park High School and I conducted two twenty minute walkthroughs for 2 science teachers. We talked about what good instructions looked like and what the difference between what I call the kid show and the teacher show. The two classrooms that we visited were both veteran teachers. Both classrooms addressed the stated objectives. The difference in the two was that one was teacher directed while the other was student directed. We talked about when to use each method and how to help teachers become more student directed.
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Classroom with students.
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February 2012
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Activity #10
Learning/Motivation Theory. Compile a list of all forms of student recognition. Page 10
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Competency 006. The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conductive to student learning and staff professional growth.
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The Principal at NSSHS and I sat down and listed/counted all the various ways we recognize students. We included honor roll, perfect attendance, academic awards, student of the month, photograph postings in hallways, banquets, rotary and chamber events, PSAT, ACT/SAT, and AP awards. We also included our common assessment award where we give the highest average class pizza or nachos. At NSSHS we honor they honor about 82% of their students. How amazing is that? The awards also span such a wide variety of achievements that it is impressive. Three years ago they started an honor that is very popular and has had a positive impact on the campus. The Wall of Honor. Induct on the Wall of honor all students that have a 3.6 GPA. These students also receive an academic letter jacket. Summary, many students are honored multiple times while others are not rewarded at all. We need to work to find ways to honor those groups of students that go unrewarded. This was the most uplifting activity I have done in the internship. While it is expensive to reward kids the value added from it is certainly worth its costs.
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Associate Principal
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February 2012
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Activity #11
Learning Technology. Review the degree of compliance between policy and the technology plan. Page 35
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Competency 008. The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology use.
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Study the district/school plan on the use of technology. Review the degree of compliance between policy and the technology plan, as well as the legal aspects regarding, the use of software.
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Senior director of technology
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April 2012
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Activity #12
Evaluation of Student Achievement/Testing and Measurements. Study and develop a plan for improving test scores. Page 36
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Competency 005. The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; and promote the use of varied assessments to measure student performance.
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Develop a plan for improving test scores for an area that has been identified as a weakness. The plan should be feasible but may require additional funds and broader base of support for its implementation.
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Campus teachers and administrators
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April 2012
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Activity #13
Supervision of Co-curricular Education. Discuss the strengths and weaknesses of curricular activities. Page 38
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Competency 006. The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conductive to student learning and staff professional growth.
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Meet with a group of randomly selected students to discuss the strengths and weaknesses of curricular activities. Recommendations for improving
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High School students
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April 2012
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Activity #14
Staff Development/Adult Learning. Page 39
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Competency 007. The superintendent knows how to implement a staff evaluation and development system to improve the performance of all staff members and select appropriate models for supervision and staff development.
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Collaborate with an experienced staff developer in one staff development activity. This activity should include planning, implementing, instructing, and evaluating. A copy of the agenda, relevant materials, and the evaluation will be included in the notebook.
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Director of Staff Development.
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March 2012
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Activity #15
Change Process. Page 41
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Competency 10. The superintendent knows how to apply organizational, decision-making, and problem-solving skills to facilitate positive change in varied contexts.
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Meet with a current leader involved in implementing a district change. Find out why the change was made and what steps were taken to make the change. Following this meeting, survey several people affected by the change to assess the support or nonsupport for the change.
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Chief Financial Officer. Senior Directors
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May 2012
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Activity #16
Student Discipline. Page 42
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Competency 006. The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conductive to student learning and staff professional
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Examine the district / school discipline policy and provide an analysis of its strengths and weaknesses. Include analysis and recommendations.
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Assistant Superintendent Human Resource Services
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March 2012
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Activity #17
Student Services. Page 43
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Competency 006. The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conductive to student learning and staff professional
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Participate in a career or educational program session with a counselor and a student. A critique of the session will be included.
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CTE counselor and student
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April 2012
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Activity #18
General Office Administration / Technology. Observation of district secretary. Page 45.
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Competency 008. The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology use.
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I had the pleasure of observing Mrs. Geneva Boyett, my secretary at Central Office. Mrs. Boyett is multi-tasking at all times. She works on the budget for a short period of time, she handles calls from campuses providing them with the information that they are requesting, read and send emails, collects and organizes my mail, tallies attendance data coming from secondary campuses, she takes care of paperwork of students assigned to alternative campuses, she answers the telephone and direct calls to the proper department, as well as many, many other assignments. She does her job very well. When I switched to her duties I found out that in order to do her job you have to be focused, highly organized, and knowledgeable. She handles so many pieces of important information that it really got my attention to the fact that I provide too many interruptions for her. I constantly interrupt her all doing the day to take care of my needs. Now I realize that it helps her to do her job more efficiently when I give her the quality time to do her job and eliminate many of the interruptions that I bring. This has been a positive learning lesson for me and beneficial for my secretary.
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Office Secretary.
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February 2012
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Activity #19
School operation and policies. Interview with campus administrator on attendance policies and motivation strategies. Page 46
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Competency 004. The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district’s educational vision.
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I met with Mrs. Sherrhonda Johnson who is the Principal at Zotz alternative campus. As such Mrs. Johnson handles attendance for her campus and work with all other district campuses with attendance training. We talked about teacher and student attendance incentives as well as consequences when students choose not to attend school. Mrs. Johnson has developed attendance incentives for students ranging from candy to electronic devices. She focuses public attention on rewarding positive behavior. She uses title funds to help offer these incentives. She has an attendance staff of 5 people who work under her. Several of these staff members are responsible for daily PEIMS data and attendance information. Two of her staff members focus solely on truancy. They call parents if student’s attendance suggests skipping or absence. They also work very closely with Judge Parrot and Risners offices. They file if students who are habitually absent and help them to enroll into some alternative educational setting if necessary. As a school community we are doing a lot to alleviate attendance issues however we aren’t communicating what we do with all staff. If the entire staff knew the full scope of attendance issues they might take daily attendance much more seriously.
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Attendance Officer
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February 2012
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Activity #20
Facility and Maintenance Administration / Safety and Security. Page 47
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Competency 009. The superintendent knows how to apply principles of leadership and management to the district’s physical plant and support systems to ensure a safe and effective learning environment.
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Meet with the director of maintenance to review job responsibilities and schedules of staff. Shadow/observe one custodian or maintenance person for a period of time. A brief report from the meeting and observation, including the needs, concerns, and overall assessment of work performed will be included.
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Director of maintenance and custodian.
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April 2012
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Activity #21
Student Transportation. Interview with the director of transportation for GPISD. Page 48
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Competency 009. The superintendent knows how to apply principles of leadership and management to the district’s physical plant and support systems to ensure a safe and effective learning environment.
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I meet with Mr. Beesley, Transportation director for the Galena Park ISD. In speaking with Mr. Beesley he indicated that the biggest issues in transportation are fuel prices and the 2-mile rule. The rising cost of fuel causes transportation departments to look at their efficiency and to cut out non-essential services, especially those for which they are not reimbursed. The “two-mile rule” states that districts will not be reimbursed for transportation within two miles of a school. Angry parents call at the beginning of each school year to protest this policy, but, in an era of diminishing tax funds, it must remain in place. In the area of maintenance, GPISD has an exceptional maintenance program. Services are performed at prescribed intervals, and a quality assurance program insures that at least two employees look at each vehicle monthly. Cost of repair parts rises in accordance with the economy, as does the price of tires. When he begins his tour of duty as director of transportation in 2006, tens of thousands of dollars were being spent annually in overtime. In 2011-2012 they have spent less than $600 total, because Mr. Beesley instituted a series of checks and balances to insure that the labor costs were driven down.
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Director of Transportation
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February 2012
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Activity #22
Food Service. Interview the district food service manager. Page 49
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Competency 10. The superintendent knows how to apply organizational, decision-making, and problem-solving skills to facilitate positive change in varied contexts.
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Interview the district food service manager to discuss the current requirements, concerns, and issues of the program. A summary of finding from the interview will be included.
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District Food Service Manager.
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April 2012
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Activity #23
Personnel Procedures. Interview for a professional position. Page 50
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Competency 008. The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology use.
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With the permission of administration, participate in an interview for a professional position. Write a critique of the interviewing process.
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Senior Director of Human Resource Services.
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April 2012
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Activity #24
Supervision of the Budget. An overview of the budget planning process. Page 51
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Competency 008. The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology use.
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The district allots funds to each campus based on their ADA. Those funds are distributed by the principal according to campus/district goals and needs. The principal determines the general campus budget needs and requires each department chair to submit a specific budget request. The principal will then determine the specific needs of the individual departments, and if they are justified, allots funds to that department. The overall campus budget is then built based on the goals and needs of the campus. The budget data is submitted by the campus which is routed back to the district’s Business Office for final approval.
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Business Office GPISD
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February 2012
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Activity #25
Community / Public Relations. Assist in the preparation of a written communication to be sent out to the public. Page 53
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Competency 003. The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students. .
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For this activity I worked with Mr. Jonathan Fry, Communications Director for GPISD, in preparing a letter that went out to Galena Park ISD parents. The letter begins with the statement, We believe in open lines of communication between our school and our parents. Because of this commitment, we must share some information with you. The letter went on to inform the parents of what our concern was. “Harris County public Health and Environmental Services has informed us that one of our students has contracted a bacterial stomach illness called Shigellosis. We have received a letter from Harris County Public Health & Environmental Services explaining more on this contagious illness.” We went on to complete the letter and provide copies for parents in English and Spanish.
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Director of Communication
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March 2012
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Activity #26
Parent Involvement. Summary of the district initiatives in parent involvement. Page 54
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Competency 003. The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.
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Examine the current policy and procedures for parent involvement in the district. A brief summary of the district’s initiatives in parent involvement will be included.
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Senior Director for Educational Support.
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March 2012
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Activity #27
Climate for cultural Diversity. Examine and evaluate the school library with regards to resources that address the heritage and values of culturally diverse populations. Page 55
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Competency 003. The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.
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Resources that address heritage and values of culturally diverse populations may appear anywhere in the collection, including the regular book holdings available for circulation, the reference section, and online resources including eBooks and online databases. A concentration of resources might especially be found in four general areas of the library: fiction, the 300’s amid social issues, the 900’s in history, and biography. A well-balance fiction collection will include works for patrons of many reading levels and cover myriad topics. Among those would be both classic and contemporary novels with characters that represent a vast cross-section of society, especially those that include multi-dimensional characters rather than stereotypical depictions of them. The 300’s section will include books about cultural heritage, such as a resource like Holidays, Traditions, and Festivals around the World or multivolume reference sets such as Culture grams. The social issues section should include resources that address diversity in heritage and values not only in the context of a social problem, but also as a non-critical analysis of marginalized groups in society. In the 900”s, history books should include works about various countries and culture as well as works that share accounts of historical events from multiple perspectives. Finally, biographies should include accounts of people whose lives cross boundaries of culture and values. Sometimes that requires including works from points of view that some readers might find challenging. But if the work meets the standards of quality set forth by the American Library Association and the Texas Library Association, then they should be included in order to avail readers to a balanced and varied array of resources that empower them to discover from multiple perspectives facts about cultures and values honored around the world.
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February 2012
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Activity #28
Community / Business Involvement and Partnerships. Compile a list of social agencies that are available to help and support the students, faculty, and administration. Page 56
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Competency 003. Compile a list of social agencies that are available to help and support the students, faculty and administration. The list of agencies and the services they provide.
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Child Abuse and Neglect Agencies
· ADAPT-3418 Mercer St., Suite 100, Houston 77027 713-961-0651
Individual, family, and group treatment for children and families. Assessment and testing for educational and psychological evaluation.
· The Bridge-3811Allen Genoa Rd. Pasadena 77504 713-472-0753
Emergency shelter for one month for 100 women and children who are battered or homeless. Also provides low cost 2 year transitional living arrangement. Counseling provided.
Community Centers and Volunteer programs
· Big Brothers Big Sisters Lone Star-6437 High Star, Houston 77074 713-271-5683
Mentoring one on one for children ages 6-15. Both community and school-based programs.
· Boys and Girls Club-1520-A Airline, Houston 77009 713-868-3426
Tutoring, arts & crafts, and game room. Ages 7-17. Membership fee of $5 during school year, $15 per child during summer. Provides transportation from some schools.
· Community Family Center-7524 Ave. El., Houston 77012 713-923-2316
Services for Spanish speaking community. Clinica de Consultar Familiar provides emergency assistance/counseling for basic needs. Counseling for martial, family, individual, child, youth, drug and domestic violence issues. HIV & parenting education. Teen pregnancy program. ESL & GED, computer classes.
Counseling
· Association for the Advancement of Mexican Americans (AAMA)-204 Clifton, Houston 77011 713-926-9491. Counseling, tutoring, recreation, and alternative school. Services to runaways include preventive and referral services, family counseling, and life skills program to handle stress. Barrio Unidos program provides gang outreach intervention.
· Avance-4281 Dacoma, Houston 77092 713-812-0033
· Juvenile delinquency prevention program involving after school activities. Community based program offering free parent education classes, adult literacy, fatherhood support group, couples program for low income families. Bilingual services.
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High School Counselor
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March 2012
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Activity #29
Supervision of the Budget. Complete a requisition for a service from a budget account and its description. Page 51
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Competency 008. The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology use. .
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After the requisition has been input in the computer, it is routed to the budget manager for approval. The budget manager will approve the requisition, routing it to the purchasing manager who verifies the items and budget codes being expensed. At this time, the requisition will become a purchase order and is mailed, faxed, or emailed to the vendor. After items have been marked as being received in the computer, the purchase order is released and routed to accounts payable informing them it is ok to pay the invoice and liquidate the encumbrance.
Steps
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Business Office GPISD
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March 2012
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Activity #30
Philosophy / History of Education.
Summarize the review of past School Board agendas, reports, or minutes. Page 59
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Competency 004. The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district’s educational vision.
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GPISD Board of Trustees Official Agenda and Meeting Notice, Monday, February 13, 2012.
5:45 p.m. Closed Session
6:00 p.m. Regular Meeting
Item IX. Report
1. Policy EI (LOCAL) Academic Achievement is presented for review at first reading by Arnold Ramirez, Assistant Superintendent for Human Resources and communication Services.
This Policy change is going to the Board of Trustees for them to review for First Reading. The Board will have discussion: The proposed policy has been revised to address Semester Grades and EOC (End of Course) exams. Recommendation: It is recommended that Board of Trustees review Policy EI (LOCAL) Academic Achievement at first reading.
2. Second step: After first reading the Policy change will go back to the Board Agenda at their next meeting as an ACTION ITEM. As an ACTION ITEM the Board will vote to approve the change.
3. Third step: The Policy Change will go to TASB. TASB will put the policy format together and add it to Board Policy for GPISD
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Superintendent, School Board, and District Secretary.
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April 2012
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Activity #31
Ethics.
Interview with a group of district staff to discuss their perspectives of ethical/unethical behaviors employed by the certified personnel in the district. Page 60
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Competency 001. The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.
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Meet with a group of district staff (secretaries, clerks) to discuss their perspectives of ethical/unethical behaviors employed by the certified personnel in the district. Seek recommendations for policy changes, additional training, and or consequences to ensure increased ethical practices by certified personnel.
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Assistant Superintendent for Human Resource Services and Director of HRS. Business leader.
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April 2012
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Activity #32
Interpersonal Relationships. Skills that I will work on during the school year. Page 61
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Competency 003. The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.
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Skills that I choose to develop throughout the school year.
Converses with others in a positive and pleasant manner
Acknowledge accomplishments of others when leading meetings
Encourage others to participate
Attempt to resolve conflicts constructively.
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December 2012
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Activity #33
School Board policy and Procedures / State and Federal Law.
Summary of School Board training requirement and the role of the Superintendent. Page 63
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Competency 004. The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district’s educational vision.
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Review the board training requirements and the role of the superintendent in this process. A summary of the requirements, process, and the superintendent’s role will be included.
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Superintendent and Superintendent Secretary
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May 2012
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Activity #34
Federal Program Administration. Interview a professional responsible for vocational education. Page 64
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Competency 005. The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; and promote the use of varied assessments to measure student performance.
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Interview a professional responsible for vocational education. Major requirements, concerns, and goals for the program will be discussed. Summarize these issues and cite current and future plans to address these issues.
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Assistant Director of Career and Technology.
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April 2012
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Activity #35
Issue and conflict Resolution.
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Competency 003. The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.
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Choose a current issue at your district. Find at least two persons on either side of the issue. Meet with the chosen persons in a group or individually to ascertain the goals for each side. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and address all concerns.
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Central administration staff.
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May 2012
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Activity #36
Current Issues Affecting Teaching and Learning.
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Competency 004. The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district’s educational vision.
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Compile a list of current issues that affect teaching and learning. Use research literature and perspectives from administrators, teachers, students, and parents in compiling the list. Assess the degree of importance and urgency for each issue.
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Teachers, students, administrators, and parents.
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December 2012
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Activity #37
Professional Affiliations and Resources.
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Competency 004. The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district’s educational vision.
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Visit the website of TASSP and compile a list of all services and information available to the principal. Consider joining the relevant association, and begin reading periodicals and keeping up with the advances and concerns of principals across the nation. Summarize your findings and their relevance to the current needs of your campuses.
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Website. President of TASSP. Region IV TASSP Coordinator.
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December 2012
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Activity #38
Professional Library. Page 68
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Competency 006. The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conductive to student learning and staff professional
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Compile a list of books, publications, training manuals, and district or state publications used or recommended for the position of student. The list should include resources of the highest quality and relevance to the position and educational leadership.
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District Library
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Wednesday, February 15, 2012
Updated Internship Plan
INTERNSHIP PLAN
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