SBEC Assessment - End of Semester Summary

Now that I have completed the Superintendent internship, I have a little different view of the competencies, and my abilities in regards to these competencies. I still feel that my strengths fall in the section of Domain I that encompasses ethics, team building, and advocacy for students. I deal with these competencies everyday in my present job, so feel like I have a certain comfort level with them. At the beginning of the semester I identified my weaknesses as mainly curriculum planning, implementation, and assessment. Though I still feel less comfortable with these competencies, I do feel that my knowledge and comfort level in dealing with them has vastly improved. I now feel that my greatest need for improvement falls in the competencies that deal with multicultural awareness and diverse social, cultural, racial, and ethnic groups. This need is based on a lack of experience in this area during my educational career.

D2C2A1

I try to use positive reinforcement and a positive attitude to motivate and encourage students, staff, and stakeholders. Luncheons, assemblies, teacher appreciation gifts are a few examples.

D1C3A9

Submit positive campus activities and recognitions to the media to provide information to the community that is positive and uplifting.

D3C3A5

When implementing any type of change, I try to explain the reasons for the change and how it will benefit our students. This information usually makes the situation more understandable for the stakeholders.

D3C3A3

I elicit input from stakeholders and conduct my on research to aide me in solving problems and making informed decisions.

D3C2A6

Worked with transportation director to coordinate buses to provide transportation for students participating in our after school RTI program. Also work with food service director to ensure that mandated nutrition policies are followed.

D3C2A2

Conduct weekly facility checks to ensure that interior and exterior of the campus are in safe working order. Any needs are reported to lead custodian and a work order for repairs is submitted.

D3C1A3/D3C1A4

All orders from the campus budget must go through my office. This allows me to monitor accounts and make budget adjustments when necessary.

D2C3A8

I conduct evaluations on teachers on my campus. The appraisal process includes formative and summative conferences in which I discuss the evaluation with the teacher.

D2C3A7

Attend job fairs to meet and interview prospective teachers. I also accept student teacher assignments from Lamar to have an opportunity to see abilities of prospective teachers for future job openings.

D2C3A6

Presented a session at the TASSP conference in Austin on implementing a standardized dress code. Myself and 2 other campus administrators from our district developed and presented the process we went through to implement a standardized dress code in our district.

D2C3A3

Administrators are required to conduct walk throughs in the classes on their campus. Feedback is provided to the teacher. All district and campus administrators also meet on each campus during the school year to conduct walk throughs. This provides an opportunity to see teachers and classes on a campus other than our own.

D2C3A1

I attend various trainings and professional development activities throughout each school year. The topics of the trainings vary dependant on the needs of the campus and district.

D2C3A2/D2C3A5

Each year district and campus administrators meet to develop a staff development plan for the upcoming school year. District and campus needs are identified and discussed when formulating this plan.

D2C2A6

District and Campus administrators meet annually to disaggregate TAKS data to identify areas of weakness, and plan for methods of improvement in these areas.

D2C2A8

Organized and supervised the implementation of a federally funded after-school RTI program on our campus.

D2C2A7

Attended meetings with our district Special Ed. Director to implement a campus after-school RTI program.

D2C1A9

Served as 2008-2009 Chairman for our middle school UIL league. Duties included scheduling all athletic and academic events.

D2C1A7

Budgeted for and ordered Smart boards, document cameras, and projectors for all core area and special ed. classrooms.

D2C1A5

Coordinate and supervise all administrations of TAKS, TAKS M, and TAKS ALT testing on the campus.

D1C4A6

When dealing with an issue involving staff or students, I refer to appropriate legal and local policies to ensure all decisions follow these policies.

D1C4A5

Attend local and state-level principal association meetings to hear various political issues that effect education.

D3C1A2

Met with Central Office Administrators to discuss and adjust campus budget proposal for the 2010-2011 school year.

D1C3A10

Provide a letter to parents and media regarding an incident that occurred on campus. This information was provided to stop rumors that were generated about the incident.

D1C3A4

Elicit sponsorship and donations from area businesses to aide in various fund raising activities at our school. Money raised is used to meet the needs of our students.

D1C2A10

Provide staff development opportunities each year that promote cultural and gender diversity. I believe that this understanding will improve the performance of staff members, therefore improving student performance.

D1C2A9

I attempt to be creative and take risks when dealing with difficult situations. Staff members are encouraged to do the same, and not be afraid to be innovative.

D1C2A8

I review and study websites and publications in an effort to stay abreast of issues and trends in education. This helps with decision making and implementation of policies and programs.

D1C2A7

Each year I elicit nominations for Campus Teacher of the Year. The winner is then a candidate for District Teacher of the Year. This gives teachers the opportunity to be recognized to exemplary service to their students and the campus as a whole.

D1C2A6

Study enrollment projections, budget availability, teacher performance, and student needs when planning for staff assignments for the upcoming school year.

D1C2A5

Conduct CPOC meetings 2 times per month to ensure monitor campus performance and progress towards district vision.

D1C1A4

I use my knowedge of ethics to ensure all decions are ethical. All decisions are made with sound ethical reasoning.

D1C1A3

I constantly and consistantly promote and enforce all policies related to the Educator's Code of Ethics. Expectations are made clear to all staff members.

D1C1A2

I am continuously striving to conduct myself as a positive role model for the students and the community. I have this same expectation of all staff members.

D1C1A1

Meet with parents when concerns are raised about various incidents that take place in class. My goal is to ensure that all students are treated fairly and given the opportunity to experience success.

Staff Development Plan

Our district is implementing the Margaret Kilgo curriculum so as to have a common curriculum district-wide. Historically, our curriculum has been a "hodge-podge" of various materials used on various campuses. Hopefully, this curriculum will strengthen weaknesses in TAKS scores, especially with sub pupulations in Math and Science. Another hot topicBully that has come to the forefront of district needs Bullying. The focus of this activity will be on the a proactive approach to preventing bullying, as well as raising student awareness of this issue. Smartboards have also been purchased for many classrooms, and training will be necessary for the teachers that have received, or will receive these Smartboards. Training will also take place to meet federal requirements such as sexual harrassment. In this plan elementary and secondary topics are basically the same based on having the same overall needs, district-wide. Below is a list of the staff development topics that will be the focus at both elementary and secondary levels of the district:




Elementary Campuses

• Sexual Harassment Training (how to recognize it and what to do as a victim)




• Bullying Prevention/Awareness (what are the signs and what can be done to educate students and prevent it?)




• Margaret Kilgo Curriculum Planning (vertical & horizontal)

• Dissagregate TAKS Data (grade level)




• CPR/First Aide (coaches & sponsors)




• CPI Training
  
  


• RTI Training - TIER I, II, and III interventions and progress monitoring (Special Ed.)




• IEP Development (Special Ed.)




• Autism Training (Special Ed.)




• Technology Training (Smartboard Training, Gradespeed Online Gradebook Training, Online Attendance Training, School Fusion)




• New Teacher Orientation (district-wide)




• Collaborative planning (by grade levels)
  
  

Secondary Campuses

• Sexual Harassment (how to recognize it and what to do as a victim)
  
  


• Bully Prevention/Awareness (what are the signs and what can be done to educate students and prevent it?)




• Margaret Kilgo Curriculum Planning (horizontal & vertical)

• Dissagregate TAKS Data (subject area)




• CPR/First Aide (coaches & sponsors)




• CPI Training
  



• RTI Training - TIER I, II, and III interventions and progress monitoring (Special Ed.)




• IEP Development (Special Ed.)




• Autism Training (Special Ed.)




• Technology Training (Smartboard Training, Gradespeed Online Gradebook Training, Online Attendance Training, School Fusion)




• New Teacher Orientation (district-wide)




• Collaborative Planning (by subject area)

D3C1A1

Worked on budget for 2010-2011 school year. Due to our district's financial situation, no increases were allowed. I was forced to move money from one area to another to meet the needs of my campus.

D2C2A9

Met with central office administrators to discuss enrollment projections and staffing. We also discussed the present teaming concept used in 5th and 6th grade. Would getting away from teaming help to cut positions? We learned that without teaming we would actually need additional staff rather than be able to cut back.

Superintendent Entry Plan

The job of Superintendent is multifaceted and the first Superintendent's position could easily become overwhelming without some forethought. It is imperative to have a plan to guide you through the transition of the first year. Becoming familiar with the district and it's stakeholders, communicating with all stakeholders, and analyzing relevant district data, are just general examples of duties that a beginning Superintendent must consider.


The First Day

• Begin the process of setting up lines of communication. This includes board members, district administrators, community leaders, and any other stakeholders in the district.



• Begin more specific study of relevant district data. General knowledge was gained prior to the interview process, but at this time a new Superintendent should gain a more extensive understanding of district demographics, accountability strengths and weaknesses, as well as district financial information. (Due to the amount of data, I understand that this will be a continual process).



• Meet with central office administrative team to discuss district goals and overall vision of the district.

The First Week

• Conduct individual meetings with each school board member to discuss district goals, as well as possible individual goals for the superintendent.



• Conduct district-wide administrative staff meeting to discuss organizational structure, school calendar, hiring process and procedures, and staff development needs.



• Meet with building principals to learn campus specific needs and goals, as well as strengths and weaknesses of each campus.



• Meet with each director, supervisor and coordinator to find out specific needs of their respective department (ie: athletics, maintenance, transportation, business, food service, technology, special education, curriculum)



• Compile a complete list of employee birthdays and have cards made to send to each employee on their birthday. (Little things can go a long way!)

The First Month

• Attempt to visit campuses regularly. Show that you are approachable and available to your employees, and all district stakeholders.



• Attempt to attend faculty meetings at each campus. This is an opportunity to share your philosophy and vision while being visible and accessible to your campus-level employees.



• Schedule monthly staff meetings that include district and campus level administrators, directors, supervisors and coordinators.



• Meet with school board members. At this time goals for the district and goals for the superintendent can be compiled, based on the previous individual meetings with each member. Plans for a team of eight should also be discussed. It is vital that the superintendent-board relationship begins with everyone on the same page.



• Begin forming a positive relationship with the local media. This should include television, newspapers, and radio. Make sure that local media outlets are invited to all activities and functions occurring in the district. A positive relationship with the media will help the district's image be positively promoted to the community.



• Implement various forms of school - community communication. Schedule speaking engagements at civic club meetings and PTA meetings to promote achievements and positive aspects of the district. Other examples of communication are websites, newsletters, marquis, and public calling system.

The First Year

• Continue addressing district needs based on knowledge gained from the study of district data and meetings with stakeholders. (ie: budget, personnel, facilities, accountability)



• Continue communication with school board, district employees, community, media, and all district stakeholders.


• Maintain an "open door policy" for stakeholders to share concerns



• Continue campus visits and attend as many district functions as possible. (ie: athletic events, UIL academic meets, etc.)


• Continue speaking for civic clubs and at PTA meetings.


• Continue monthly staff meetings with all district and campus administrators, directors, supervisors, and coordinators.


• Receive Region (?) Superintendent of the Year Award (might as well aim high)

At the end of the first year the superintendent should now evaluate progress and re-identify the needs of the district. As the old adage states: "Rome was not built in a day". This is also true of a new Superintendent's assignment. There are so many areas to deal with, and the job entry plan should have been an important tool in keeping priorities straight. It should also now be evident that there are some areas in which the majority of the duties can be delegated, with close monitoring by the Superintendent. This will allow for more focus in other areas of weakness. There are also parts of the entry plan that are continual and can remain on the plan from year to year. The job entry plan should now be revised for the second year of the job. These revisions should be based on the amount of progress made, as well as those areas that require continual work.

D1C4A3

Attended School Board Meeting to review and discuss local policy dealing with harassment.

D1C4A3

Attended School Board Meeting to discuss and, if necessary, make adjustments to district standardized dress code.

D3C1A8

Had numerous meetings with central office administration and the school district attorney to discuss options in dealing with a personel issue.

D3C1A8

Investigated allegations against an employee. This included interviewing all parties involved, as well as any available witnesses.

Interview with Rob Madding - Interim Superintendent, Nederland ISD

Most Important Skill for a Superintendent

• Communication skills are a must. A superintendent must be able to communicate with employees, parents, media, and all stakeholders of the district in an effective manner.

Most Difficult Experience as a Superintendent

• Termination of an employee. There are always ramifications and it is never pleasant, but sometimes it is the necessary thing to do.

Greatest Accomplishment as a Superintendent

• Passing a bond issue while at Vidor ISD. This bond allowed for much needed facility additions and improvements which were of great benefit to the students, faculty and district as a whole.

Vision of the Future

• He sees a continuation of the high standards associated with Nederland ISD.
• For education in general, he sees more and more technology. He anticipates the replacement of paper books with on-line texts as well as on-line courses being made available in place of on-site classes at high schools.

Reading Assignment

Hey Folks,

Don't forget to read the material that Dr. Nicks assigned..........I think we just need to interview another Superintendent and get forms from the first semester signed by our Superintendent. Is there anything else right now??? See you all Wednesday!