Summary of Internship Experiences

 Week Two – Part B of the Comprehensive Final Report: Summarizing Leadership Experiences in each of the SBEC Superintendent Competencies

Overview

Welcome to Week Two of your Capstone Course. As we discussed in Week One, this course will help you review and reflect on your leadership development and extensive experiences during this program. This week you will continue the development of your Comprehensive Final Report – this time reviewing your success in completing your intern plan using each Domain and Competency.

In Week One, we had you discuss your career goals and as mentioned in the lecture, we will also ask you to develop a Job Entry Plan that helps you prepare for a career move.

Learning Outcome

 Review your logs and activities to determine what you learned during your internship to improve your administrative skills and abilities in each of the three domains and each of the ten competency areas covered on the TExES.

 Understand the importance of a job entry plan

Performance Outcomes

 Summarize what you have learned by domain and competency area (approximately one page per competency) and on the degree to which you have mastered and/or moved toward

Mastery in each of the nine competencies (Comprehensive Final Report), post to your blog, the professor’s cohort blog, the TK20 Electronic Portfolio and comment on the blogs of two other students.

 Initiate the development of a Job Entry Plan for a Central Office or Superintendent position, post to your blog, the professor’s cohort blog and the TK20 Electronic Portfolio.

EDLD 5399 Capstone Superintendent Internship

Week One Assignment, Part 1 – Description of SBEC Superintendent Leadership Experiences by Domains and Competencies

Using your Intern Plan, your course and campus supervised logs, please prepare at least one page describing how your experiences attempted to address each of the elements of the 10 competencies. Be sure to comment on lessons learned from these extensive experiences.

EDLD 5399 Capstone Superintendent Internship

Domain I—Leadership of the Educational Community – Competencies 1 - 4

Competency 1 Area:

The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.

During my internship working with our district superintendent, I have had many opportunities  to be involved in leadership that directly impact the community, students, parents, and stakeholders.  Updating the district Registration Office Responsibilities has been very valuable for me.  Lessons learned were serving as an advocate for children, understanding and implementing policies and promoting standards that are fair and reasonable.  The registration Office is liable for multitude of tasks related to District admissions, withdrawals, and student transfers.  The district provide in-house service to patrons for: a) Students Living Separate and Apart from their Legal Guardians (s)-Parental Assumption Applications b) Limited Open Enrollment Program-Students that have become nonresidents c) Grandparent Applications d) Student Transfers-Employee Resident, Employee Nonresident, and Special Requests e) Verification of Address Affidavits f) residency issues g) Campus assignments h) McKinney-Vento I) campus complaints j) Department of Family and Protective Services Placements k) Early Registration (Secondary campuses) l) On-line Registration and m) General questions about GPISD.  Looking at policy in these areas was very enlightened.  Just the fact that we are in charge of making these decisions.  As key decision makers we had to make sure that we involve as many stakeholders as possible in the process of gathering information and compiling surveys.  Looking at varies areas of responsibilities of the district’s registration office I found the Patrons Serviced in House by years very interesting.  In 2009-2010 the district saw 6,673 patrons.  In 2010-2011 the district saw 5,977 patrons, and in 2011-2012 6,954.  The district registration office is seeing lots of patrons and we want to ensure that we are providing consistent, fair, and the best accommodations for our patrons.   

I also met 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. 

Educators’ Code of Ethics

DH (Exhibit)

Standard 1.2  The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

The secretaries recommended using less district funds for decorations, food and door prizes. 

We suggest if decorations are necessary, to use items we already have on hand.  We also suggest only providing a meal if you are working through lunch. 

Standard 1.3  The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.

The secretaries recommended employees be held more accountable for the time they are supposed to be working for GPISD.   We suggest tracking our time by using our ID badge to come and go.  This suggestion would be for all employees and campuses.  For example:  One would arrive in the morning at Admin, swipe their badge to enter, then swipe again when leaving to go to another campus.  Upon arrival at the campus, swipe ID badge to log time at campus and then out when leaving.  This would be done throughout the day to track employees coming and goings.

EDLD 5399 Capstone Superintendent Internship

Domain I—Leadership of the Educational Community – Competencies 1 - 4

Competency  2 Area:

The Superintendent knows how to shape district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community. 

Working with the district superintendent, district cabinet, campus principals, and campus site team members I have had the opportunity to participate in the development of district and campus goals.  When the district (working with the board of trustees) develops their goals the cabinet gets with their departments and develops their goals based on the goals of the board of trustees.  The cabinet and their department goals are aligned with the district goals.  The cabinet works with the campus principals to insure that the campus goals are aligned with the district goals as well.  The campuses with work with their site teams to look at their campus needs and campus budgets to prepare their campus goals.  Again, campus goals must be aligned with the goals of the board of trustees.  The district has a District Planning Advisory committee that looks at each campuses goals and Campus Improvement Plans.  The DPAC committee makes sure that each campus has goals or CIP that is in alignment with the Board of Trustees Goals.  The process that the district follows with each group developing their own campus improvement plan has been a process that has allowed me to understand and feel comfortable with if I was the Superintendent of a district.  The district process that I have been involved in provides the opportunity for all stakeholders to participate in.  Each site team has the involvement of teachers, parents, business and community representatives, and students.  The District Planning and Advisory Committee have the involvement of campus administrators, teachers from all levels, counselors, parents, community representative and business, and students.  At the end of the school year cabinet members and campus administrators will provide their yearly results to the superintendent and as a district evaluate the performance in campuses and the district in reaching their goals as well as the goals of the district and board of trustees. 

I also had the opportunity to analyze a school’s Mission Statement as it relates to the school’s master schedule.  The school’s missions statement is: The 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.  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.

  

EDLD 5399 Capstone Superintendent Internship

Domain I—Leadership of the Educational Community – Competencies 1 - 4

Competency  3 Area:

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.

During my internship I got the opportunity to interview five students regarding possible ways to increase the rights of students to be heard.  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 were 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. 

I worked with Communications Director for GPISD, in preparing a letter that went out to GPISD 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. 

I got the opportunity during my internship to 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 can provide for our school community.  Examples are Child Abuse and Neglect Agencies: ADAPT; Individual, family, and group treatment for children and families.  Assessment and testing for educational and psychological evaluation.  The Bride; 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:  Examples are; Big Brothers Big Sisters Lone Star, Boys and Girls Clubs, and Community Family Center. I also was able to find counseling for families.  The Association for the Advancement of Mexican Americans.  They provided counseling, tutoring, recreation, and alternative school.  Services to runaways include preventive and referral services, family counseling, and life skills program to handle stress.  The Barrio Unidos program provides gang outreach intervention.  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 and Bilingual services. 

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. 

EDLD 5399 Capstone Superintendent Internship

Domain I—Leadership of the Educational Community – Competencies 1 - 4

Competency  4 Area:

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.

During the internship I had the opportunity to focus on the new State End of Course Exam policy.  This Activity was approved by Site Supervisor. In the activity I planned Summer School acceleration for the 2011-2012 ninth grade students who fail their English I, Algebra I, World Geography, Geometry, or Biology course and fail the new End Of Course (EOC) exam.  We also  planned for students who pass their English I, Algebra I, or Biology course but fail their EOC exam.  To sum it up we planned summer school tutorial for 2011-2012 Ninth Grade Students who PASS their course but fail their EOC exam and who FAILED their course and failed EOC exam. 

GPISD had an EOC Summer Review for ninth grade students who failed their EOC exam.  These reviews were at their home campuses.  Reviews were Monday through Friday from 8 am till 1:30 pm.  The Associate Principals from each of the campuses were responsible for coordinating the programs.  Letters were sent to parents of the students explaining the importance of the review for their child.  Transportation was provided for all students.  The district also provided lunch for students.  The review began June 18^th and ended July 6^th. The State mandated EOC summer testing was held July 9^th.  This summer tutorial program provided much needed remediation for many of our students.  As a result over 75% of the students who participated in the summer tutorial passed the state mandated test and were able to move to their 10^th grade core classes.  This was a great experience for me in planning the tutorial session with administrative and campus staff. 

School operation and policies. I  Interviewed a campus administrator on attendance policies and motivation strategies.  We talked about teacher and student attendance incentives as well as consequences when students choose not to attend school.  The administrator had attendance incentives for students ranging from candy to electronic devices.  They  focus attention on rewarding positive behavior.  They used title funds to help offer these incentives.  The campus has an attendance staff of 5 people.  Several of those staff members are responsible for daily PEIMS data and attendance information.  Two of the 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 Judge Risners offices.  They file if students are habitually absent and help them enroll into alternative educational setting if necessary.  In this process we found that as a school community we were  doing a lot to alleviate attendance issues however we feel that we were not communicating our attendance efforts very well with all staff.  If the entire staff knew the full scope of attendance issues they might take daily attendance much more seriously. 

Another activity during my internship was to Summarize the review of past School Board agendas, reports, or minutes.  GPISD Board of Trustees Official Agenda and Meeting Notice, Monday, February 13, 2012.

Policy EI (LOCAL) Academic Achievement was presented for review at first reading by Assistant Superintendent for Human Resources and communication Services.  This Policy change was going to the Board of Trustees for them to review for First Reading.  The Board had 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.  The 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.  The third step is for the Policy Change to go to TASB.  TASB will put the policy format together and add it to Board Policy for GPISD.

EDLD 5399 Capstone Superintendent Internship

Domain II—Instructional Leadership– Competencies 5 - 7

Competency  5 Area:

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; use the current accountability system; and promote the use of varied assessments to measure student performance.

In viewing the Federal Program Administration in one of my internship activities I Interviewed a professional responsible for vocational education.  The major requirements, concerns, and goals for the program were discussed.  I summarized the issues and cited current and future plans to address those issues. 

The number one goal is to serve and meet all students’ needs.   Career and Technology Education (CTE) is responsible for publishing a non-discrimination notice in the local newspaper and on all notices to the community.  All information that goes out to the public is presented in both English and Spanish as required by TEA and Carl D. Perkins grant application.  CTE is also responsible for meeting or exceeding statewide target percentages.  CTE is held accountable through the Performance Based Monitoring Analysis System (PBMAS) that focuses on the special pops of special education and limited English proficiency (LEP) students and his or her successes.  CTE can only be successful through funding activities that are outlined in the Carl D. Perkins Act and the State plan.  All of the state and federal funding must meet a required usage criterion.  They are: Academic/CTE integration, Link to

postsecondary CTE,  All aspects of an industry, Expand the use of technology, Provide professional development,

Evaluate Perkins-funded programs, Initiate, improve, and expand quality CTE programs, Sufficient size, scope and quality, and Activities for special population.

The Carl Perkins funds are to be used to supplement CTE programs.  The funding from students enrolled in a CTE classes  through average daily attendance (ADA,) the full-time Equivalent (FTE), and the adjusted basic allotment (ABA) calculates the money that the district receives in a direct cost and indirect cost funds.  Direct Cost that goes back to CTE Programs is 56%, where indirect cost that goes to the district is 44%. The Direct Cost that goes back to the CTE programs help supplant the required equipment or software that is needed to increase the knowledge of the student to meet industry standards.  Unlike the old vocational courses that taught careers, CTE teaches not only what is required for industry standards, but also teaches interdisciplinary lessons that support the Core classes as well so that the student will be successful in all areas of education and life. Galena Park ISD teaches 15 of the 16 career clusters that are acknowledged in the Achieve Texas Initiative that was introduced by Governor Rick Perry.  In May 2007, the 80th Texas Legislature passed HB 3485, requiring the State Board of Education (SBOE) by rule to revise the essential knowledge and skills for career and technical education not later than Sept. 1, 2009.

The SBOE appointed writing teams to make recommendations for revisions to the CTE Texas Essential Knowledge and Skills (TEKS).  Writing teams began work in the Spring 2008 to review the current CTE TEKS and make recommendations for revisions. Recommendations for revision of the TEKS were adopted by the SBOE at the July 2009 meeting.   Chapter 130 is for High Schools and Chapter 127 is for Middle Schools.  CTE is a hand-on activity that gives the students rigorous and relevancy that indicates to the student how the Core Class applies in the industry field.

Another major goal is to have as many students to receive industry recognized certifications.  It is the belief of CTE at GPISD that the instructors also be certified in the same areas that the student is certifying.  This ensures that the student is receiving all the information needed not only to meet certification requirements, but to be employable, achieving our mission of lifelong learners and productive citizens.

Not every CTE teacher can teach all the CTE courses without being properly certified.  This is our number one major responsibility that the teachers are certified and teaching the correct curriculum in the proper manner according to his or her certification from SBEC.

CTE is very important to every student that chooses to take a CTE course in that it opens doors that can allow a student to explore different careers that are offered.  The students are given career surveys to determine what career he or she may be interested in and then the four plans are put into place.  Our four-year plans that are created by students in the 9^th grade are based on the Achieve Texas Cluster and also include all Core Classes as well as part of his or her high school schedule. This activity has increased my knowledge of the Carl Perkins Grant, the goal of CTE, (PBMAS) monitoring system, (FTE) Full Time Equivalent, and the Adjusted Basic Allotment (ABA).

EDLD 5399 Capstone Superintendent Internship

Domain II— Instructional Leadership – Competencies 5 - 7

Competency  6 Area:

The superintendent knows how to advocate, promote, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.

During my internship having an activity that focused on Data collection and analysis was very rewarding and timely at this stage in my job responsibility. 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 the scores.  The scores are then analyzed, broken down and share with building administrators who then share with their staff.  Decisions on improvement are often made just once a year and this occurs during the summer by administrators.  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.

In another activity during my internship I had the opportunity to work with Learning/Motivation Theories. I was asked to compile a list of all forms of student recognition.  I sat down with campus principals and we listed the various ways we recognize students.  We included honor roll, perfect attendance, academic awards, student of the month recognition, 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 one high school campus 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.  Students are inducted into the Wall of honor with a 3.6 GPA or higher.  These students will also receive an academic letter jacket just like athletics.  Many students are honored and many multiple times while there are still others who receive no recognition.  We concluded that we need to look at ways to honor those groups of students that are invisible.  This was the most uplifting activity I have done in this internship.  While it is expensive to reward kids the value added from it is certainly worth its costs.

EDLD 5399 Capstone Superintendent Internship

Domain II— Instructional Leadership – Competencies 5 - 7

Competency  7 Area:

The superintendent knows how to implement a staff evaluation and development system and select appropriate models for supervision and staff development to improve the performance of all staff members. 

During the internship where I focused on Staff Development and Adult Learning.  I had the experience of  Collaborating  with an experienced staff developer in this activity.  This activity included planning, implementing, instructing, and evaluating. 

In my interview with Laurie Patterson, Director of Social Studies for the GPISD, she expressed a concern for the EOC exam in World Geography.  Laurie along with other core Directors planned an Academy to a) understand what content will be tested, b) understand how content will be tested, and 3) understand the resources available and how to use those resources.    This Academy was designed to help teachers in the EOC areas of Algebra, English, Biology, and World Geography.  Laurie ‘s focus was on World Geography.  In planning Laurie indicated that the focus for planning was finding the answer for EOC success.  Teachers were given a Planning Binder.  The Binder included:

Important Dates-meetings for new information, TEKS chart – what is taught, Calendar-when it is taught, TEKS Priority and Planning Chart, Blueprint for EOC & performance Descriptors, Assessed Curriculum-TEKS that will be tested, TEKS Explained-WHAT do the TEKS mean?, and a Lesson Template.  Those were the items that were covered with teachers during the Academy.  Laurie presented a PowerPoint that focused on the main questions and concerns for teachers teaching World Geography.  After the training teachers felt better about their mission with their students.  As a result of the training teachers believe that their students would be much more successful with EOC than last year’s students.  The teachers feel as though they are better prepared to teach the EOC this year as appose to last year. 

During another activity during my internship activity that pertained to the Supervision of Instruction.  I participated in Classroom observations with a High School principal.  We conducted two twenty minute walkthroughs for 2 different 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. 

This summer I lead a team that was responsible for evaluating the appraisal system for campus administrators. 

We looked at, appraisal option comment section, the eight Domains, comment section by appraiser, areas of Commendations, Development conference, and Areas of improvement.  This gave us an opportunity to hear from the principals.  The group decided to delete Area of Commendations section, and Development conference sections.  The group decided to add the goals of the principals to the evaluation so that the appraiser could look at both at the same time.  This was a valuable exercise that gave the principal’s an opportunity to voice their opinion. 

  

EDLD 5399 Capstone Superintendent Internship

Domain III—Administrative Leadership – Competencies 8-10

Competency  8 Area:

The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application. 

Another activity that I had the opportunity to participate in during my internship was in the area of General Office Administration / Technology. This involved the observation of district secretaries. I had the pleasure of observing Mrs. Geneva Boyett, my secretary at Central Office.  Mrs. Boyett is multi-tasking at all times.  She works with 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, preparation of paperwork for students assigned to alternative campuses, answer and direct calls to the proper department, as well as 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. 

My superintendent, site supervisor, asked me to evaluate our district Travel Policy.  This activity was added to my Internship plan.  The activity is to Review the travel policy for the district and make recommendations to Superintendent regarding revisions, as needed. 

In reviewing Student Travel I focused on the following areas: School Sponsored Trips, In State Overnight Trips, Out-of-State Trips, Transportation, the approval Process, parent permission Slips, Meals, and Student trips for advancement in competitions.  The district appears to have very solid and consistent policies for each area.  The recommendation that I made to the superintendent was in the area of student trips.  The recommendation was that student trips are not be promoted or publicized prior to final approval.  The reason for this recommendation was made because students and parents get very upset and emotional about a trip that has not had the approval of the district.  When sponsors want to go on a trip with students they must first get the approval from their campus principal and then Central Administration.  When a trip is denied and parents and students were told in advance about the trip they get very angry when the trip has been denied.    To avoid this we now have a policy that requires sponsors to get approval before the trip is promoted or publicized.   

Another activity that I have benefited from the experience was in the area of budget supervision. The activity was to complete a requisition process for a service from a budget account and its description. When the requisition has been inputted 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. 

  

EDLD 5399 Capstone Superintendent Internship

Domain III—Administrative Leadership – Competencies

Competency  9 Area:

The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application. 

I interviewed the Director of transportation for Galena Park ISD.  In speaking with the director he indicated that the biggest issues in transportation today 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.  This causes the business department (money people) to really look at things differently.  But as the superintendent you not only have to look at fuel cost but what none reimbursed services are you looking at.  Above all students comes first.   The “two-mile rule” is also an issue.  It states that districts will not be reimbursed for transportation within two miles of a school.  So all services that are within the 2 miles are funding lost for districts.  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, but the district make exceptions.   For example; there is a section of housing that is within the two mile range, but it is also at an area with a major street crossing that endanger students who try to cross.  There is not a cross walk for students.  In this case the district will make exceptions because it is a safety issue and the district has the best interest of our students. 

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 the director instituted a series of checks and balances to insure that the labor costs were driven down. 

EDLD 5399 Capstone Superintendent Internship

Domain III—Administrative Leadership – Competencies

Competency  10 Area:

The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application. 

During my internship I also had the opportunity to Interview a district food service manager.   We discussed the current requirements, concerns, and issues of the food service program.  I interviewed the Assistant Superintendent for Operations.  The following is a summary of what I learned from the interview.   

Students can expect to see quite a few changes in school lunches this upcoming school year. Those changes are the result of new federal requirements established to encourage children to eat healthy. In the past, students had the option to choose a fruit or vegetable with lunch, but now a serving of fruit or vegetables must be chosen. Cashiers at the end of the lunch line will be making sure that students have one of those components on their tray.

Students will see a wider variety of colorful vegetables to choose from and larger portions of
some of them. There used to be no limit to the amount of protein and grains that students could consume each
week. Now, new minimums and maximums have been set, so most students will see smaller
portion sizes in both of those categories.  Now, Calories and Sodium will be required to meet age-appropriate limits which are different for elementary, for middle and for high school students.

Additionally, now 50 percent of grain products offered have to be Whole Grains, and by 2014
that will increase to 100 percent.

The district has plans to promote communication with students and parents to address any concerns with the school lunch changes. Increased signage and learning materials will be throughout the schools to get students
thinking about what makes a healthy lunch and to make better choices.

While the district has been required to increase paid lunch prices by 10 cents in all grade levels, school
lunches are still a huge value and convenience for busy families. Staff lunches increased only $.05 to
$2.25.  In addition, we are pleased to offer Free Breakfast to all students again this year! Principals have been asked to  continue to encourage parents to use  the district On-Line Meal Application, available on the district  website, instead of the paper application.  On-Line applications are processed much faster than paper
applications, resulting in faster eligibility determinations for  new students especially.  Overall the district is looking forward to an outstanding year as far as food service is concerned.  I have learned that having people who are student driven in their efforts to provide the very best for students as well as making sure that we follow policy and procedures both on the local and state level. 

EDLD 5399 Capstone Superintendent Internship

Blog Follow-Up: We encourage you to post reflections on your above Competency Review and Description to your blog, and to read the postings of your fellow students. This will be a very valuable experience as you reflect on lessons learned during this internship.

EDLD 5399 Capstone Superintendent Internship

Week One Assignment, Part 2 – Job Entry Plan

In Week One, Part 2, we asked that you identify your career and leadership goals. One of the most important skills in preparing for a career move is developing a job entry plan(s). The job entry plan should describe what goals, objectives, activities, and resources needed for you to accomplish your first day duties.

Please write a job entry plan describing the following for your

FIRST DAY,

FIRST WEEK,

FIRST MONTH,

AND FIRST YEAR.

We are not asking for a comprehensive multi-page report. We are asking you to try to identify one or two goals that you hope to address your first day, first week, first month, and first year. Remember to include the following for each first:

Goal(s)

Objective(s)

Activities addressing goals and objectives

Resources needed to achieve goals and objectives

Part II Assignment – Job Entry Assignment

First Day – Introduce myself with the team members and meet immediate staff.  Work with secretary to gather  information that will allow me to meet with cabinet members so we can look at BOT goals and objectives for the district.

Goal (s) – Set the stage for our cabinet to begin the process of meeting, planning, and setting expectations. 

Objective (s) – Determine current and future job responsibilities for cabinet members. 

Activities addressing goals and objectives – Meeting with cabinet members individually.  Getting to know them. 

Resources – Funds for lunch

First Week – Meeting and planning with cabinet members.  Visiting with each member to get information from them about their past roles and responsibilities.  I would like to know from them how they see themselves in looking forward.

Goal – Move closer to setting expectation for cabinet.  To be able to look at list of responsibilities for each member. How they can best help the district meet to goals of the district.

Objectives – Determine current and future responsibilities of cabinet.

Resources – Time and snacks. 

First Month –

Goal(s) –  Continue to work with cabinet on expectations and responsibilities.  Team building activities with cabinet.  Begin to focus on staffing along with district and campus improvement plans.   

Objective(s) - Establish district goals. Activities addressing goals and objectives Create a plan of action to revise district goals. Work with the Board in reviewing and revising District goals. Ensure they are in agreement, especially where changes/revisions are needed. Continue meeting with Board members on a regular basis. Set meetings with each Board member individually to establish relationships. Meet with campus administration.

Resources – Time to meet and plan.  Focus on funds for meals during meetings with the BOT.

First Year-

Goal(s) Build a team of practitioners who works together to achieve the goals of the district.

Objective(s) Realize district goals Activities addressing goals and objectives- Continue a needs analysis of district goals. Begin planning for the following year. Ensure that processes are in place to create district goals and a district improvement plan. Ensure each campus has campus goals and a campus improvement plan that is aligned to the district. Utilize the time spent working with campus and district leaders in the achievement of this task to build relationships.

Resources – Time to meet and plan.  Focus on funds for meals during meetings with the BOT.