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.