Internship Log

D1C1A5 - Every summer I attend the TASSP Legal Digest Law Conference in Austin. This helps me stay abreast of changes in laws that effect education. (8 hours)





D1C2A1 - Each 6 weeks we have a pride rally to recognize students for their accomplishments. This helps in maintaining a positive campus climate. (2 hours)





D1C2A2 - Conduct CPOC meetings as needed to plan for campus improvement. (2 hours each)





D1C2A3 - Attend monthly DEIC meetings to discuss needs of the district. (2 hours each)





D1C2A4 - Each year a campus climate survey is sent out to parents to get their feedback on the effectiveness of the campus. (10 hours)





D1C3A2 - Each 6 weeks a campus newsletter is prepared and sent home to parents. (4 hours)





D1C3A5 - Principal effectiveness survey is developed and given to teachers. The results are studied to learn how I, as a Principal, can improve my job performance. (10 hours)





D1C3A6 - Communicated school related information to a non-English speaking parent, with translation done by the daughter. (1.5 hours)





D1C3A7 - Each year a campus climate survey is sent home to parents to get their feedback on the effectiveness of the campus. (10 hours)





D1C3A8 - Met with members of our internship class to discuss class assignments and plans to work on competencies. (3 hours)





D1C3A12 - Regularly compose letters and send them to parents to inform them of special events and important dates. (10 hours)





D2C1A2 - Attended Margaret 2 day Margaret Kilgo Data Driven Curriculum Training in Austin. (16 hours)





D2C1A3 - Attended Margaret Kilgo's Scope and Sequence Training at Holiday Inn Park Central. (8 hours)



D2C1A4 - Attended a district administrative meeting to discuss information received at Margaret Kilgo Trainings. (2 hours)



D2C1A6 - Attended 2 day Margaret Kilgo Data Driven Curriculum Training in Austin. (16 hours)



D2C1A7 - Worked with central office to develop a budget that would allow for the purchase of SmartBoards, document cameras, and projectors for every classroom. (8 hours)





D3C1A7 - Completed required Highly Qualified reports on each teacher and aide. (3 hours)





D3C2A3 - Conduct 2 disaster drills per month. (1.5 hours)





D3C2A4 - Each year the campus Crisis Management Plan is updated and revised as needed.
(2 hours)

NISD Board Member Interview – Everett Sanderson
EDLD 5371 – Dr. Nicks
Submitted by: Scott Clemmons


Most Important Skill for a Board Member
· Interpersonal skills – must be able to work with other board members and district stakeholders for the best interest of the students


Most Difficult Experience as a Board Member
· Attempting to be diplomatic when faced with a major difference in opinion with district administration.


Greatest Accomplishment as a Board Member
· Greatest accomplishment has not happened yet. Once the search, interview, and hiring processes for a new superintendent are complete, this will be the greatest accomplishment.


Vision of the Future
· Does not feel that the district is broken or needs to be fixed, but believes that it needs to continue to move forward in its present direction. This is not an easy task because of budgetary strains and the inequity of the state financial system, but the district must work through these issues and continue to move forward.

Book Report
Lessons from a Third Grade Dropout- Rick Rigsby, Ph.D.
EDLD 5371
Submitted by: Scott Clemmons


In the book Lessons from a Third Grade Dropout, the author, Rick Rigsby writes about lessons that he has learned from his father, Roger Marion Rigsby. The lessons that discussed in this book can be used to improve one’s personal life, leadership abilities, or both. Rick describes his father as “a third grade dropout, yet the wisest man I have ever met.” He goes on to say “The purpose of this book is to re-acquaint readers with the wisdom – the common sense that was practiced simply and unwittingly by those who represent a generation gone by.”

The book begins at a very low time in Rick’s life. When he was 41 years old his wife passed away after a battle with breast cancer, leaving him and their two young boys to grieve. It was during this time in his life that Rick says that he was merely “existing.” He describes this as just going through the motions, or just making an impression. He says that living this way is only satisfying the minimum requirements. He was ready to give up until something amazing happened that changed his outlook………….He remembered the lessons that his father had taught him years before.

“Kind deeds are never lost.” Rick’s father spoke this phrase every day, but even more than this, he lived it. Rick asks “Is the lack of kindness killing your career?” “Does your lack of kindness affect relationships?” “Your noble quest toward living a complete, enriched life begins simply and unwittingly with a choice to be kind.” Acts of kindness will force you to feel better about yourself and will put you in a better mood. When your mental outlook improves, so does your performance. Rigsby lists potential results from simple acts of kindness, such as:

· A joyful attitude
· A positive outlook
· A peaceful mind
· A pleasant disposition
· A kind word
· A helping hand

Acts of kindness can be as simple as opening doors for others, offering words of encouragement, or smiling at another person. Simply put, the power of kindness can turn a griping, complaining, bitter, self-absorbed employee into one who develops a different mindset, thus a different lifestyle and a different way of speaking.

Lessons on Discipline. Research shows that many companies have changed hiring practices and are hiring retirees with no age limit, rather than recruiting the gifted college graduate. What are the reasons for this change? Basically levels of discipline, according to studies. These workers are dependable, honest, possess a strong work ethic, and are on time. Rick Rigsby’s father believed that discipline begins with arriving on time. Even more than that, he believed in arriving an hour early. This shows commitment to getting the job done, and leads to a more disciplined lifestyle. Unfortunately, we live in a culture where discipline has eroded. The misconception is that finishing first is best. Substance has taken a backseat to style. “Discipline powers your life with the additive of endurance.”

Building Community. This lesson, according to Mr. Rigsby, is all about helping others. He believes that there is something divine about helping others. A key to helping others is to act before asking. When asked, many will politely decline the offer, but when the need is seen and fulfilled, then the individual is surprised, thrilled, awed, and blessed beyond measure. The very best helpers are silent, quiet, and unassuming. In short, helping others forces you to move beyond yourself, restores value in a culture, and releases a positive energy.

Lessons on Excellence. Mr. Rigsby had an undeniable intolerance for mediocrity. He always said “Son, if you’re going to do a job, do it right!” He believed that everything focused on excellence, not conditions. Too often, appearing excellent has become the acceptable societal norm. This is just another case of style replacing substance. These beliefs are based on actions of role models who do not live what they preach. Excellence ought to be a habit, not an act. How would one’s career change if they made a decision to find joy in the process of doing good work? Another lesson on excellence involves listening. Active listening involves thinking, filtering, assimilating, paraphrasing, focusing, retaining, and responding. People who practice active listening are at a significant advantage in the workplace and in relationships. According to Mr. Rigsby, active listening is the key to getting ahead.

Lessons on Character. Rick Rigsby wrote that no virtue was revealed by his father more prominently than character. He believed that a man was not worth much if he could not be trusted to do the right thing at the right time in the right way. Simply stated, character wills the heart and charges the tongue to speak the truth regardless of circumstances. There should be no excuses. We should always admit fault and assume responsibility for our actions. We should always try to live with the ultimate goal of being our best every single day.

Stand. In this final chapter Rick Rigsby goes back to that point in his life when his wife was diagnosed with breast cancer. Prior to this dreadful news, he was on top of the world. He had just finished his Ph.D., they both had jobs that they loved, and they had two healthy children. Life was good. He had also reached the age when he realized and understood that his father’s lessons were worth hearing. This was a far cry from the teenager that he was when he felt these statements were useless rhetoric. When he describes standing, it is a multi-faceted concept. It is a commitment to stand for God, family, and what is right. It means that in difficult times you must learn to hang in there, not quit, not give up…….just stand! When going through all the trials and tribulations associated with his wife’s illness as well as her death, this lesson became paramount for Rick Rigsby. He refers to the concept of just stand as “the best lesson I have ever received. The most profound lesson I have ever been taught.” The simple yet profound words spoken by his father carried him through the tragedy of losing his wife and to a point where he was able to fall in love and marry again. They also carried him later, through the death of his father, and again four years later through the death of his mother.

After his father’s death, Rick Rigsby vowed to thank his father by doing the following:

Being kind to others
Being an hour early
Helping people
Doing a good job
Living a life of integrity
Always standing

As stated at the beginning of this report, these simple lessons will improve not only one’s leadership ability, but also one’s life in general.

Technology Report

I know we did not have to post our technology report, but since the topic for my report is Superintendent's uses for Blog Sites, I thought it was only appropriate to post it.............


Technology Presentation
Superintendent's Uses for Blog Sites
EDLD 5371 - Dr. Nicks
Submitted by: Scott Clemmons


Though the importance of communication by superintendents has not changed, the methods of communication have changed dramatically. One example is the use of blogs by superintendents. Here are some of the reasons that blogs can be an effective mode of communication:

· News can go out more quickly. Posts can be handled on the spot with PDA’s and other handheld devices.
· Responses can be made to traditional media. When a superintendent has a blog site, information can be posted the way that the superintendent wants it to be represented. There is no worry about misrepresentation from other traditional media.
· The messages can be accessed by readers on their schedule. Once posted, the messages can be read by the community when they have time, not just when the television news comes on.
· A sense of community can be built. More people will feel a part of the community because of the access to school district information.


Ways to use Blogs:

· Communicating during an emergency. Time-sensitive announcements can be placed on a blog site and updated quickly.
· Monitoring on-going events. Information on bond projects, board discussions and other issues that take place over time can be made available to the community.
· Being an activist. Superintendents can share with the public how legislation will affect the school district.
· Educating the community. When questions come from community, post answer on the blog site for others who may have the same question.

Disadvantages to blogging:

· Written words can be misunderstood. One preventative measure is to have other people screen posts before publishing them to make sure the intended message is coming through.
· Time factor. Some have trouble finding the time to blog. A helpful solution is to use links to information to keep from having to type it all.

Internship Plan

Although my goal is to address all competencies at some point during my internship, I have designated a prioritized list of where I would like to begin. My priorities are as follows;

Domain I Competency II

• Implement strategies for involving all stakeholders in planning processes and for facilitating planning between constituencies.
• Use formal and informal techniques to monitor and assess district/school climate for effective, responsive decision making.
• Facilitate the development, use, and allocation of all available resources, including human resources, to support implementation of the district's vision and goals.

Domain I Competency III

• Develop and implement an effective and comprehensive internal and external district communications plan and public relations program.
• Analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs.
• Communicate and work effectively with diverse social, cultural, ethnic, and racial groups in the district and community so that students receive appropriate resources and instructional support to ensure educational success.
• Develop and use formal and informal techniques to gain an accurate view of the perceptions of district staff, families, and community members.

Domain I Competency IV

• Analyze and respond to political, social, economic, and cultural factors affecting students and education.
• Access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.

Domain II Competency II

• Plan and manage student services and activity programs to address developmental, scholastic, social emotional, cultural, physical, and leadership needs.
• Establish a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results.

Domain II Competency III

• Facilitate the application of adult learning principles to all professional development activities, including support and follow up activities.

Domain III Competency II

• Implement appropriate, effective procedures in relation to district transportation services, food services, and other services.
• Analyze and manage internal and external political systems to benefit the educational organization.

With the help of Ms. Krohn and other district-level personnel, I hope to address these competencies as well as all competencies on my self assessment.

Interview with Gail Krohn, Superintendent, Nederland I.S.D.

Most Important Skills for a Superintendent

• People Skills: Must be able to maintain a positive relationship with community and stakeholders. Must adopt the "never meet a stranger" personality and attitude.
• Reasoning and decision-making skills: The superintendent has the final say so, and is also the end of the line in conflict resolution. He/She must take ownership in all facets of the district.
• Ability to multi-task: A superintendent must juggle many tasks simultaneously. This can be very stressful and prioritizing is a must.
• Communication Skills: Good communication is vital. Stakeholders, employees, and the general public should be kept informed and up to date. This can be very difficult at times, but must be made a priority.

Most Difficult Experience(s) as a Superintendent

• Managing an out of control board member: Must make sure that board members, new and experienced, do not attempt to operate outside of the board guidelines. This is very touchy.
• Disciplining, reassigning, and terminating an employee: All of these things are very difficult, no matter how many times you are forced to do it.

Greatest Accomplishment(s) as a Superintendent

• Implementation of new programs, procedures and personnel: Book study for administrators, administrative walk-throughs, Friends Helping Friends (sick leave donation bank), addition of a middle school curriculum coordinator, addition of co-enrolled classes at the high school, cosmetology partnership with Lamar Port Arthur.

Vision of The Future

• On-line courses will eventually be added to the district curriculum.
• More emphasis will be needed for drop out recovery programs at the high school.
• Technology innovations, such as a computer for each student and educational uses for cell phones.
• The district MUST find a way to update and improve facilities: Our district qualifies for Quality School Construction Bonds , but only in the amount of $7 million. Each project needed in the district requires more money than these types of bonds will provide.

EDLD 5371
Dr. Nicks
Submitted by:
Scott Clemmons

In looking at district data, I found several areas of need. Of course we are battling with Science TAKS scores just like most other school districts in Texas. The required percentage correct to meet the standard on this test is much higher for Science than all other subject area TAKS tests. To be exact, to meet the standard on the Science TAKS for middle school students requires a score of 65% or better. Compare this to the 45% requirement for Social Studies. According to the 2007-2008 AEIS report for the Nederland Independent School District, 5th grade Science scores district-wide dropped from 82% in 2007 to 72% in 2008. Scores for 8th grade dropped from 74% in 2007 to 68% in 2008. If we compare scores for those same Social Studies8th grade students in Social Studies, the difference is shocking. Scores for Social Studies were 91% in 2007 and 94% in 2008.

At the 10th grade level, Science scores were 71% in 2007 and 74% in 2008. The same students in Social Studies scored 95% in 2007 and 93% in 2008. Students in 11th grade did have better Science scores, 85% in 2007 and 88% in 2008, but they did not compare to Social Study scores of 98% and 97%. This brings up the question of what can be done to improve student performance in the area of Science. Nothing can be done at the district level to combat the inequitable standards that are set for the various tests, so we must focus on what we can control…………instruction.

Vertical Alignment in the Science curriculum is very important to student success on the TAKS test. Our district began this process last year. The idea is that each middle school should be teaching the same general concepts in Science at roughly the same time. Of course there is room for individual teacher creativity and pace of different classes, so there is a little wiggle room in the teaching time frame. Teachers at the middle schools were given time to plan together every 6 weeks and share what they felt was working and what was not, based on data acquired from bench mark tests given at the end of each 6 weeks.

Along with alignment, another facet to improve scores is teaching materials. What works and what does not, and how do you know? First, does the program align with the TEKS? If so, the next question is whether or not it is research based. When these things are determined, it is then a matter of cost and what the district can afford.

One of several programs that NISD has implemented based on research is called Science Starters. It is an opening activity the teachers feel is very effective. Whether it was the vertical alignment or implementation of new teaching programs and materials, Science scores did improve. In 5th grade scores went up to 89%. In 8th grade they went from68% to 73%, and exit level Science scores in 11th grade were an amazing 94%.

Another fact found in our district data is a distinct increase in the number of economically disadvantaged students. In 2007 the district’s economically disadvantaged population was 25.5%. Since then that number has increased quite a bit. We will not know the exact percentage of increase until the new AEIS report comes out, but 2 additional campuses became Title I campuses during this time span. Historically, this sub-group has dramatically impacted TAKS score for our district, as well as individual campuses. These students only scored 53% in the All Tests category for 5th grade and only 61% in 5th grade Science. In 7th grade these students scored 55% in the All Tests category, and 51% in the same category for 8th grade. Scores for the same category were just as bad for 9th and 10 grades, with scores of 59% and 54%, respectively.

I think the best way to combat this issue is to raise teacher awareness. Not all students learn the same and unfortunately, a student’s economic status can have an effect on their learning. The best way to give teachers the tools they need is with training and staff development that helps them learn to work with various types of students and differentiate instruction.

How are all of you doing with Dr. Nicks assignment. I haven't seen anything on your blogs so maybe I am not the only one struggling with this assignment. Any suggestions are appreciated deeply!

Researching the Margaret Kilgo information in Austin has lead to more meetings at the district level, to share this information with the faculties. There will be more of this research and meetings o follow. This falls under various criteria in Competency 2.

In my meeting with Ms.Krohn, we spent a lot of time speaking about the district budget and the deficit we are facing. The first of my internship duties will be dealing with committee meetings discussing ways that the budget can be cut. Though not a pleasant aspect, it is part of a Superintendent's responsibilities. This would fall under Competency 3 criteria 2.

Curriculum

I just got back from Austin tonight. I was there for Margaret Kilgo training because our district is considering implementing her curriculum. She was very impressive and had really useful information. Have any of you used her curriculum ideas or attended her training?

S - 22
C - 51
I - 15

I think that my greatest strengths lie in Domain I. Ethics, team building and advocacy for students are elements in this domain that I feel are personnel strengths.

Domain II contains elements that I find to be weaknesses for me. Elements such as curriculum planning, implementation, and assessment are items that I have experienced on the campus level but not on a district wide basis.

Superintendent SBEC self assessment
SBEC Superintendent CompetenciesSelf-AssessmentDirections: For each criteria, enter S, C, or IKey to scoring: S = I consider this a strength, I could lead in this activity.C= I feel competent in this area of knowledge and skillI = This is an area on which I would like to focus and improve my knowledge and skill

Domain I—Leadership of the Educational Community
Competency Area:The superintendent knows how to act with integrity, fairness, and in an ethical mannerin order to promote the success of all students.
_S____serve as an advocate for all children.
_S____model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.
_S____ implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators.
_S____apply knowledge of ethical issues affecting education.
_S____apply laws, policies, and procedures in a fair and reasonable manner.
_S____ interact with district staff and students in a professional manner.

Competency Area:The superintendent knows how to shape district culture by facilitating thedevelopment, articulation, implementation, and stewardship of a vision oflearning that is shared and supported by the educational community.
_C____ establish and support a district culture that promotes learning, high expectations, and academic rigor for self, students, and staff.
_C____ facilitate the development and implementation of a shared vision that focuses on teaching and learning and ensures the success of all students.
_I____ implement strategies for involving all stakeholders in planning processes and for facilitating planning between constituencies.
_I____ use formal and informal techniques to monitor and assess district/school climate for effective, responsive decision making.
_C____ institute procedures for monitoring the accomplishment of district goals and objectives to achieve the district's vision.
_I____ facilitate the development, use, and allocation of all available resources, including human resources, to support implementation of the district's vision and goals.
_C____ recognize and celebrate contributions of staff and community toward realization of the district's vision.
_C____ maintain awareness of emerging issues and trends affecting public education and communicate their significance to the local educational community.
_C____ encourage and model innovative thinking and risk taking and view problems as learning opportunities.
_C____ promote multicultural awareness, gender sensitivity, and the appreciation of diversity in the educational community.

Competency Area:The superintendent knows how to communicate and collaborate with families andcommunity members, respond to diverse community interests and needs, andmobilize community resources to ensure educational success for all students.
_C____ serve as an articulate spokesperson for the importance of public education in a free democratic society.
_I____ develop and implement an effective and comprehensive internal and external district communications plan and public relations program.
_I____ analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs.
_C____ establish partnerships with families, area businesses, institutions of higher education, and community groups to strengthen programs and support district goals.
_C____ implement effective strategies for systematically communicating with and gathering input from all stakeholders in the district.
_I____ communicate and work effectively with diverse social, cultural, ethnic, and racial groups in the district and community so that all students receive appropriate resources and instructional support to ensure educational success.
_I____ develop and use formal and informal techniques to gain an accurate view of the perceptions of district staff, families, and community members.
_C____ use effective consensus-building and conflict-management skills.
_C____ articulate the district's vision and priorities to the community and to the media.
_C____ influence the media by using proactive communication strategies that serve to enhance and promote the district's vision.
_C____ communicate effectively about positions on educational issues.
_C____ use effective and forceful writing, speaking, and active listening skills.

Competency 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, toachieve the district's educational vision.
_I____ analyze and respond to political, social, economic, and cultural factors affecting students and education.
_C____ provide leadership in defining superintendent-board roles and establishing mutual expectations.
_S____ communicate and work effectively with board members in varied contexts, including problem-solving and decision-making contexts.
_S____ work with the board of trustees to define mutual expectations, policies, and standards.
_I____ access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.
_C____ use legal guidelines to protect the rights of students and staff and to improve learning opportunities.
_C____ prepare and recommend district policies to improve student learning and district performance in compliance with state and federal requirements

DOMAIN II—INSTRUCTIONAL LEADERSHIP
Competency 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; and promote the use of variedassessments to measure student performance.
_C____ facilitate effective curricular decision making based on an understanding of pedagogy, curriculum design, cognitive development, learning processes, and child and adolescent growth and development.
_C____ implement planning procedures to develop curricula that achieve optimal student learning and that anticipate and respond to occupational and
economic trends.
_C____ implement core curriculum design and delivery systems to ensure instructional quality and continuity across the district.
_C____ develop and implement collaborative processes for systematically assessing and renewing the curriculum to meet the needs of all students and ensure appropriate scope, sequence, content, and alignment.
_C____ use assessment to measure student learning and diagnose student needs to ensure educational accountability.
_C____ evaluate district curricula and provide direction for improving curricula based on sound, research-based practices.
_C____ integrate the use of technology, telecommunications, and information systems into the school district curriculum to enhance learning for all students.
_C____ facilitate the use of creative thinking, critical thinking, and problem solving by staff and other school district stakeholders involved in curriculum design and delivery.
_S____ facilitate the effective coordination of district and campus curricular and extracurricular programs.

Competency Area:The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.
_S____ apply knowledge of motivational theories to create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the district's vision.
_S____ facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline, and school safety to ensure a school district environment conducive to learning.
_C____ facilitate the development of a learning organization that encourages educational excellence, supports instructional improvement, and incorporates best practice.
_C____ facilitate the ongoing study of current best practice and relevant research and encourage the application of this knowledge to district/school improvement initiatives.
_I____ plan and manage student services and activity programs to address developmental, scholastic, social, emotional, cultural, physical, and leadership needs.
_I____ establish a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results.
_I____ apply knowledge of special programs to ensure that students with special needs are provided with appropriate resources and effective, flexible instructional programs and services.
_C____ analyze instructional resource needs and deploy instructional resources effectively and equitably to enhance student learning.
_S____ analyze the implications of various organizational factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.
_C____ develop, implement, and evaluate change processes to improve student and adult learning and the climate for learning.
_C____ ensure responsiveness to diverse sociological, linguistic, cultural, psychological, and other factors that may affect student development and learning and create an environment in which all students can learn.

Competency Area: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.
_C____ enhance teaching and learning by participating in quality professional development activities and studying current professional literature and research.
_C____ develop, implement, and evaluate a comprehensive professional development plan to address identified areas of district, campus, and/or staff need.
_I____ facilitate the application of adult learning principles to all professional development activities, including the use of support and follow-up strategies to facilitate implementation.
_C____ implement strategies to enhance professional capabilities at the district and campus level.
_C____ work collaboratively with other district personnel to plan, implement, and evaluate professional growth programs.
_C____ deliver effective presentations and facilitate learning for both small and large groups.
_S____ implement effective strategies for the recruitment, selection, induction, development, evaluation, and promotion of staff.
_C____ develop and implement comprehensive staff evaluation models that include both formative and summative assessment and appraisal strategies.
_S___ diagnose organizational health and morale and implement strategies and programs to provide ongoing assistance and support to personnel

DOMAIN III—ADMINISTRATIVE LEADERSHIPCompetency 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 use.
_S____ apply procedures for effective budget planning and management.
_C____ work collaboratively with stakeholders to develop district budgets.
_C____ facilitate effective account auditing and monitoring.
_C____ establish district procedures for accurate and effective purchasing and financial record keeping and reporting.
_C____ acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources.
_C____ use district and staff evaluation data for personnel policy development and decision making.
_S____ apply knowledge of certification requirements and standards.
_S____ apply knowledge of legal requirements associated with personnel management, including requirements relating to recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel.
_S____ manage one's own time and the time of others to maximize attainment of district goals.
_C____ develop and implement plans for using technology and information systems to enhance school district operations.
_S____ apply pertinent legal concepts, regulations, and codes.

Competency Area:The superintendent knows how to apply principles of leadership and managementto the district's physical plant and support systems to ensure a safe and effectivelearning environment.
_C____ apply procedures for planning, funding, renovating, and/or constructing school facilities.
_C____ implement strategies that enable the district's physical plant, equipment, and support systems to operate safely, efficiently, and effectively.
_C____ apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.
_C____ develop and implement procedures for crisis planning and for responding to crises.
_C___ apply procedures for ensuring the effective operation and maintenance of district facilities.
_I____ implement appropriate, effective procedures in relation to district transportation services, food services, health services, and other services.
_C____ apply pertinent legal concepts, regulations, and codes.

Competency Area:The superintendent knows how to apply organizational, decision-making, andproblem-solving skills to facilitate positive change in varied contexts.
_S____ implement appropriate management techniques and group process skills to define roles, assign functions, delegate effectively, and determine accountability for goal attainment.
_C____ implement processes for gathering, analyzing, and using data for informed decision making.
_S____ frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.
_S____ use strategies for working with others, including the board of trustees, to promote collaborative decision making and problem solving, facilitate team building, and develop consensus.
_C____ encourage and facilitate positive change, enlist support for change, and overcome obstacles to change in varied educational contexts.
_C____ apply skills for monitoring and evaluating change and making needed adjustments to achieve goals.
_I____ analyze and manage internal and external political systems to benefit the educational organization.