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.
I completed the following activities to build my proficiency in Competency 1:
Provided evidence which demonstrated that I actually do what I tell others to do.
Further developed my following interpersonal skills throughout the school year: Avoided interrupting others while speaking, eased tension when they occur, and shared information with others who need to know.
The competency above is one of importance to a superintendent. A superintendent needs strong interpersonal skills when dealing with the public, staff and the Board of Trustees. It is paramount that the Superintendent be seen as a person who has integrity if they are to effectively lead an organization and remain trusted by their constituents and employees. It is important to a Superintendent’s effectiveness that they listen to a variety of information and opinions with an open mind without interrupting. The superintendent may ask clarifying questions but interrupting gives the impression that the person’s opinion is not of value or that the superintendent does not have the time to hear issues that are brought to their attention.
A superintendent needs to be adept at easing tension when it occurs. Whether it is in a staff meeting or a board meeting the role of the superintendent is often to listen. They need to be able to keep the focus on the issue at hand and not emotionally react. By closely monitoring one’s own verbal and non-verbal communication a superintendent can present a persona of professionalism.
Sharing information with others who need to know is sometimes a double edged sword for superintendents. While it is important to let individuals know what is taking place there are also times where information needs to be shared on a need to know basis only. If information is distributed to staff before the school board is aware it can sometimes be detrimental to the superintendent’s relationship with the school board.
Ethics is that line in the sand that must be drawn and never moved. If a superintendent crosses the line it is a slippery slope on a path that leads to often to an unhappy ending. The Superintendent sets the tone for the district and should adhere to ethical standards by often reviewing the state’s standards on ethics. It is only be maintaining an ethical character that they can hope to build lasting relations with the Board that allow them to accomplish the goals at hand.
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.
I completed the following activities to build my proficiency in Competency 2:
Invited relevant constituents (e.g., students, parents, citizens) and led this group to find consensus on the development of a district mission statement.
Served on the strategic development, monitoring or evaluation team for the district.
Reviewed current requirements for the school under NCLB. Reviewed the district’s collection procedures and data collected. Interviewed persons directly involved. Analyzed the information and compiled a list of actions needed to meet NCLB requirements.
In leading the strategic planning project, included the steps used in gaining consensus for the project plan.
When I led a group, practiced each of the leadership skills cited in activity 1a. At the conclusion of the meeting had the group complete an evaluation and included a summary of the evaluations in my notebook.
It is only through proper planning that a Superintendent can hope to build a culture of success within an organization. This year, I had the opportunity to serve as the district’s internal coordinator for strategic planning. By Meeting with a wide variety of stakeholders the superintendent can gain an understanding of the needs and the desires of the community and begin to build a plan to carry out a shared vision.
During the district’s strategic planning, twenty- five constituents were invited to participate as the planning committee. This group included business partners, community members, parents, students and staff. We worked together to identify what makes our district unique, what our goals for the district are and how we hope to accomplish them. From this, the group was divided into smaller groups and time was taken to discuss the components of the mission statement. The group was facilitated by Dr. Gunn from Cambridge Strategic Planning Services. After many hours of discussion the final version that was developed was: The mission of Sheldon ISD, the unifying source of pride in our unique and diverse community, is to prepare our students to excel as productive individuals in the ever-changing global society by providing personalized learning experiences in partnership with schools, families and community.
These activities provided me a wealth of information on group facilitation and 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.
The session showed me the how important it is to have an outside facilitator for some activities. The outside facilitator can lead the group without bias and provide the group with objective feedback.
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.
I completed the following activities to build my proficiency in Competency 3:
Assisted in conducting a staff development session. Surveyed a random sample of the participants about the presentation- its strengths and weaknesses.
With the Public Information Officer assisted in the preparation of a written communication to be sent out to the public.
Examined and evaluated the school library with regard to resources that address the heritage and values of culturally diverse populations.
Compiled a list of social agencies that are available to help and support the students, faculty and administration.
Understanding the needs of the community is only the first step in the superintendent’s role of responding to the needs of the community. We must commit ourselves to utilizing every opportunity the community offers to provide our students with the best possible education.
It is important for a leader to understand what social services are available to the community they serve. I discussed what social services are available to our community by meeting with the school district’s counselors and the Community Youth Services Worker. After meeting with each one of them, I was able to compile a list of services that a school counselor or administrator can access to offer assistance to their constituents.
Parents in our community often look to the school for information. This list allows one to quickly refer parents to community services. Our district is fortunate to have a Community Youth Services Worker. The position’s salary is split between Harris County and the school district. The Memorandum of Understanding for the Community Youth Services Worker is renewed on an annual basis. While neighboring districts have eliminated this position, Sheldon has continued to fund this staff position. Looking at the percentage of economically disadvantaged students within the district our agreement with Harris County is important. However, with budget cuts leaders will continue to weigh what positions are of the utmost importance to a school district. This type of review and the strategic abandonment of unnecessary positions or programs is what a good leader does all the time.
Not only should we look outside but one should review the materials inside the organization to ensure that they are reaching the diverse needs of the learners. An example of this would be a library collection. The district wants to ensure that the collection was representative of the needs of the campus based on English Language proficiency and ethnic distribution. Another collection development concern is ensuring that there is a wide enough collection to address gender differences in reading preferences as well as reading abilities.
A strong leader chooses people for tasks based on their abilities to complete a given task in an adept manner. The development of the library is a good example of this skill. Selecting individuals to serve on the development committee based on their areas of expertise as well as their skills is important. Library collections are not always consistently reviewed but they often speak volumes about community standards.
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.
I completed the following activities to build my proficiency in Competency 4:
Obtained a copy of the job description and evaluation instrument used for the position of study. Analyzed the correlation between the requirements and the evaluation standards.
Reviewed past school board agendas, reports and or minutes. Noted significant events, policy changes and recurring themes or concerns that affect the district today.
Attended all board meetings as possible. Included the agendas in the notebook followed by a list of outcomes/ decisions pertaining to each agenda item.
Throughout the year, I have attended all of the board meeting and a couple of the board workshops. Sheldon I.S.D. is fortunate to have a board that works together for the betterment of our schools. Although they do not agree at all times, they present a united front in public. One of the biggest discussion points this past year has been the letter of support for the establishment of a foreign trade zone for 300 acres on a 3000 acre site. This discussion was mulled over for eight months with some heated discussions taking place. However, in the end the board worked together and made the decision that they felt was in the best interest of the students within the district.
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| Sheldon I.S.D. Superintendent and Board of Trustees |
Watching the board approve and reject action items is interesting. Rarely is an item placed on the board agenda if it is not going to pass unanimously. The superintendent works very diligently to inform and determine the level of board support for an item before it is placed on the agenda. This is a good routine for a superintendent to follow when developing board agendas.
As a Superintendent, it is important to keep the Board well informed and allow time for them to work through decisions. Items placed on the agenda for a decision should be well understood by all Board members prior to the vote. The Superintendent must understand the timelines for discussions and decisions and the importance of both. As a superintendent enters a community it is paramount that they quickly ascertain the political climate and the key stakeholders on the political map. A superintendent needs to know where the land mines are and which hill is not worth dying on. This does not mean that he/she must compromise their principles rather they need to be aware of when it is time to address certain issues and when it is not. By gaining trust and winning small victories one can begin to make more impactful changes. If one goes in stronger than the board wants them to or messes with things that are already working it can be devastating to their ability to facilitate other changes.
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.
I completed the following activities to build my proficiency in Competency 5:
Selected an area of interest involving co-curricular activities. Assisted in the planning and supervising of the activity.
Interviewed a person with experience in the textbook selection process. Included an overview of the process, evaluative criteria used, and recommendations for improvement.
Met with the counselor responsible for changes in student class schedules. Discussed the number of changes, rationale, and ramifications. Examined the ways to reduce changes and better meet the needs of the students.
Interviewed one district level instructional supervisor and assess current needs, goals and level of service provided by central office.
Attended one special education meeting involving initial placement or annual review.
Competency 5 is one of the most important competencies for a Superintendent. Understanding curriculum and instruction is vital to the success of a superintendent in today’s world of high stakes testing. The superintendent must understand the Texas Academic Excellence Indicator System (AEIS), No Child Left Behind (NCLB), Annual Yearly Progress (AYP), annual Measurable Achievement Objective (AMAOs) Performance Based Management Assessment System (PBMAS) and ensure that a proper monitoring system is in place for each. The strategic plan should be developed in such a way that it can be reviewed and broken into smaller pieces that can be included in the district improvement plan, campus improvement plan and further down to grade level and individual teacher goals and objectives. It is only by providing an instructionally focused construct that a superintendent can hope to be successful in meeting the demands of the education system we currently face.
As a leader, it is important to ensure that the school district not only offers intervention and remediation programs but offers a variety of programs that challenge students. These enrichment programs offer opportunities for students to expand their learning and interact with students from other schools. These experiences only add to the academic program of a school district. A superintendent should take time as part of their entry plan to assess what types of programs are offered in a school district for students to apply their knowledge apart from state mandated testing.
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.
I completed the following activities to build my proficiency in Competency 6:
Compiled a list of all options for student belonging that the school offers. Calculated the percentage of students belonging to one or more student group. Sought recommendations for more students belonging to activities/clubs.
Interviewed persons responsible for assessing technology software. Described the process used. Evaluated the process used and discussed concerns and any recommendations for improvement.
Reviewed board policy and assessed the degree of compliance with board policy and assessment of student achievement with administrators and faculty. Wrote a reflective statement regarding the ways in which evaluations and assessments of student achievement could be improved.
Reviewed discipline referrals for a specific period and compiled the data with regards to grade level, special education classification, race and gender.
Observed a meeting of the site based council. Assessed the role of parents in the process, and provided any recommendations for increasing the effectiveness of their role.
A strong instructional program encompasses a wide variety of program offerings. A Superintendent needs to review course offerings as well as co-curricular and extracurricular offerings in comparison to hard data such as participation rates and discipline referrals to ensure that the program addresses the needs of all populations. Once problems and concerns are identified, the district can improve by ensuring that the assumptions and values that our beliefs and goals are based on are consistent. A comprehensive plan should be developed that consists of not only evaluations but a strong response to intervention model that addresses the needs of individual students. Data talks and benchmark conferences should be held with all teachers on a regular basis. Only by active monitoring on the part of the campus administrators will the schools improve.
A culture is often more difficult to change than course offerings. A superintendent must understand the change process and work collaboratively to address areas of the culture that are not responsive to the needs of the students and the community. Reflecting on changes in demographics is a good place to start. Once changes are made one must ensure that proper monitoring systems are in place to monitor the overall program and make recommendations for strategic abandonment and new initiatives.
The staff development plan of a district should be comprehensive and aligned to the goals of the district. By starting with a strong strategic plan a road map can be developed with timelines for implementation, monitoring and evaluation.
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.
I completed the following activities to build my proficiency in Competency 7:
Gathered from written evidence the yearly district staff development plan. Analyzed the plan with respect to the district mission, student achievement and teacher evaluations.
Reviewed 3 online teacher screeners and recommended one to the Superintendent’s cabinet. Submitted a reflection of the pros and cons of each product and the impact that this tool could have on the district.
Personnel Services is a key component in the effectiveness of a school district. Ensuring that an appropriate staff evaluation and development system is in place can assist a superintendent in implementing positive changes while giving staff members opportunities for improvement and implementation of new or more effective methods.
The district’s staff development plan is important to a district’s success. In reviewing the 20011-2012 staff development plan, it was found that there was not a comprehensive staff development plan. The staff development given in the district has been piecemeal and fails to properly address the areas of need. Many of the staff developments given on campuses are not aligned to the district plan and are simply at the discretion of the campus. Although campuses should have the authority to determine their needs these determinations should be made only after reviewing data. The lack of a comprehensive staff development plan is being addressed and will assist the district in bringing more effective models of change. One of the most vital areas in a district is hiring. If a district settles for the best of a bad lot in the interviewing process it will pay for it later. As part of the internship, I reviewed three teacher screeners and recommended one to the Board of Trustees. This is an important step in ensuring that applicants are appropriately screened. Steps have been put in place to ensure that interviews are more comprehensive. A superintendent needs to ensure that whatever application system is in place is being fully utilized. If a district has two-hundred applicants for a position and only six are interviewed the district may not hire the best applicant from the pool.
Once individuals are hired they will need to be evaluated appropriately. By ensuring that an appropriate evaluation model has been adopted one can ensure that staff members are appropriately trained on the district’s expectations. Part of this process should include the development of consistent goals and objectives as well as instructional methods that should be employed in the classroom.
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.
I completed the following activities to build my proficiency in Competency 8:
Observed the office secretary for a period of time in order to assess the needs and demands of her position. Substituted for her in the position and submit a summary in the notebook.
Met with the district attendance officer. Discussed the rules, procedures, and ramifications of attendance on law, finance and operating procedures.
Completed a requisition for a service or supply an item form a budgeted account.
Visited the website of the NAESP and compile a list of all services and the information available to the principal.
Compiled a list of books, publications, training manuals and district or state publications used or recommended for the position of study.
When looking at personnel, it is important that a school district ensure the right people are in the correct roles. This is paramount at both the campuses and central office. By having the right people a superintendent is allowed to complete their work while focusing on the big picture and not getting bogged down in the minutia.
District budgeting, personnel, resource utilization and financial management are of the utmost importance to today’s superintendents. Today Texas districts are faced with financial cuts that could dramatically impact instruction. By looking at how we monitor attendance and implement the state laws in relation to truancy an appreciation for this area of school business can be developed. Systems must be in place to ensure that effective streamlined procedures are understood and adhered to.
This same focus on procedures is utilized when it comes to budgeting. From the development to the requisitions instruction should drive the program. A superintendent must be knowledgeable of how money comes into a district and where it is spent. It is important that district be aware of necessary outside contract that occur on an annual basis. A superintendent must be knowledgeable of which contracts are necessary and which contracts can be dropped in the case of a financial exigency.
Competency 9 Area:
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.
I completed the following activities to build my proficiency in Competency 9:
Conducted a capacity study of all district facilities to plan for facility needs in the future as the district experiences population growth.
Interviewed the Director of Transportation to discuss current issues and needs for transportation.
Interviewed the food service manager to discuss the current requirements, concerns and issues with the program.
Conducting a capacity study of school district was a challenging task. As a leader of a fast growing school district it is important to know how quickly the district is growing and how many students the buildings can accommodate before new buildings are needed. By conducting a capacity study and comparing it to the expected growth a timeline can be developed to ascertain when a bod may be necessary and when ground breaking might need to occur.
A well-developed study allows the leader to present the problem not the solution. By presenting the facts to the community a Superintendent can allow the community to develop a sense of urgency that will support the bond election. Holding a bond election without a ground swell of support can be disastrous and delay needed improvements. The capacity study gives the Board the information they need to talk to their constituents and garner opinions. They have fact based information that allows them to hold conversations with parties on both sides of the debate. A Superintendent needs to keep the Board informed of future obstacles and opportunities before they arise whenever possible.
An area of growing concern for many school districts is Child Nutrition. Next year school districts will see new federal mandates that reduce sodium, increase fresh vegetables and greens as well as a host of other changes. These changes will affect the price of meals. The changes will also result in a need to retrain staff members on nutritional guidelines. As part of our Student Health Advisory Committee we have tried to inform the community of what changes will occur and what they can expect.
Competency 10 Area:
The superintendent knows how to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts.
I completed the following activities to build my proficiency in Competency 10:
Devised a plan for any change affecting other individuals within the Homebound program. Chose two of these individuals and discussed how they internalized or resisted this change.
Met with the lead school counselor to discuss the role of the school in regard to children responding to parents’ divorce, single parents’ needs and after school care.
Chose a current issue at your district. Found at least two persons on either side of the issue. Met with the persons to ascertain the goals for each side. Ensured that each side understands the goals of the other side. Devised a resolution. Met with both sides to reach consensus.
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| Texas Capitol |
This school year a Corrective Action Plan was developed to address concerns that TEA had with the data collection of the homebound program. I met with four other staff member to develop a plan to correct deficiencies within the program. After the plan was devise, it was submitted to TEA for approval. Once the plan was submitted, I met with the two homebound teachers to discuss the changes with them. The plan required additional work on their part. Both of the teachers had been involved in the development of the Corrective action Plan so the changes were easy to implement. One of the teachers was more responsive to the changes than the other. However, throughout the year the teacher who was not as responsive has taken the lead to ensure that paperwork in completed in a timely manner and maintained in accordance with PEIMS data standards as well as the Corrective Action Plan that was submitted. This was a good process for the entire department and allowed us to review and reflect on the procedures that had been in place and improve upon them.The lead counselor provided me with information regarding the role of the school in regard to children responding to parents’ divorce, single parents’ needs and after school care. When children are dealing with divorce the school can provide counseling services that can be delivered through one on one counseling sessions or in small groups. Throughout the year counseling lessons are provided to all classrooms so students are familiar with the counselor and aware of how to ask to see the counselor. Small group or one on one sessions are provided after parental consent.
In regards to the needs of single parents the district has a Community Youth Services worker who acts as a liaison between the school and outside governmental agencies. This has been paramount in ensuring that appropriate services are provided to families in times of need.
After school care can be accessed at three of the campuses in the district through the 21st century after school programs. These programs provide activities and tutoring to students throughout the year and also during the summer. The summer program runs concurrently with summer school. It is important as a leader to ensure that appropriate services are offered through the counseling department to meet the needs of the community.
Applying organizational, decision-making, and problem-solving skills to comply with federal and state requirements requires one to stay current with changes to state and federal law. Organizations such as TASB can be very beneficial to a superintendent in this regard. Superintendents should make a concerted effort to develop strong relationships with colleagues who can serves as resources and mentors in this area.
