Comprehensive+Final+Report


 * Lamar Superintendent Program Comprehensive Final Report **


 * Robert Murray- May 2012 **

Position Goal: 1. Write a brief paragraph describing the career position(s) you would like to pursue. 2. Include positions that may lead to your ultimate career position. For example, you may desire to move up by holding positions such as grade-level or department chair, site council member, assistant principal, principal, and ultimately, superintendent. 3. Include a brief rationale for why you believe it important to move through these positions. Leadership Goal – 1. Write one or more paragraphs describing why you want to lead. This goal addresses the purpose or motivation for leading versus obtaining a specific position. You should consider the following in developing this: 2. What do I hope to accomplish as a leader? 3. What educational needs underlie my motivation to lead? 4. What personal needs underlie my motivation to lead? 5. How did the accomplishments, during my internship, prepare me to lead school improvement? My most immediate goal following completion of this program is likely to be securing a lead principal position. With that being said, I LOVE my current job as vice-principal and am routinely trusted (even for weeks at a time on occasion) to be left running the campus. We are a tight-knit group who are more than willing to take up slack for one another. I have a great situation and both trust and am trusted by my lead principal. I honestly wouldn’t mind staying together here for years to come. So the right position and opportunity would definitely have to come around in order for me to leave here. We do a lot of good. My long-term goal through this program would ultimately be a director of operations position. It is sort of engrained it me. My father was maintenance and transportation director at the school I grew up in for nearly thirty years. It is near and dear to my heart, and a job I understand and would be successful at. We currently have an opening for associate superintendent of curriculum. When the posting came out, I was pleased to see that it included the requirements of both a superintendent’s certification, and principal experience. I truly believe it is important to have both, but EXTREMELY important to have been required to sit in a principal position. I believe that only then can one fully appreciate and understand how difficult some of these positions are, and the struggles that go along with them. I love to lead mostly because I love putting teachers and students in a position to be successful. In response to an age-old question: I would much rather be the king-maker. I get a tremendous amount of joy and satisfaction in late May/ early June of each year in being there when our kids walk off the stage. I truly enjoy knowing we have helped prepare them for success in the world. At the end of the day, I hope that as a leader I have employed every method, searched every avenue, and done everything within my power to move my district forward. It feels great to know you helped people succeed. I never had any particular educational drive to be a leader. It’s not like I graduated from a school in spite of a bunch of bad, uncaring teachers, and vowed that I would be back to turn it all around. But in a larger sense, I always felt I could help, and could do great things if I could put myself in a position to do so. Personally, I’ve also never felt a burning desire to move up in ranks, but actually have always rather enjoyed playing a key role in being part of a successful team. I’ve never been much of a ladder climber (they step on WAY too many people for my taste on the way to the top). But rather have always found myself in a position to advance due to the job I’ve done for the people around me. I’m a hard worker and have always seemed to personally benefit from my efforts. In turn, I believe teachers and students have benefitted as well. The Lamar internship and overall program have benefitted me greatly. Even if I never ultimately choose to pursue one of these positions, it has provided me with exceptional insight as to the job of superintendent, as well as the day to day operation of the district at the administrative level. It has been an extremely rewarding experience.
 * Section A: Career Position and Leadership Goals ** **Statement** (1/2 to 1 page):
 * 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. **

My pre-assessment indicated that the ethics competency was one of my initial strengths. Components included the following: I included three different activities that fall solely under this competency area. They included meeting with the English department to discuss gender stereotyping in literature, a self-monitored activity of providing proof that I actually do what I say I am going to do, and acknowledging accomplishments of others. I have yet to meet with the English department on this matter. It is one of the few activities I have left. We have had an interesting year in battling attempts at censorship from members of the community in regard to our AP English program. At this point, gender stereotyping isn’t even on the radar. I am curious as to what the response will be from our virtually all female department. The other tasks have made me much more conscientious of both praise and follow-through. Follow-through is a major component of integrity. Unfortunately, many times in my position, follow-through is of a negative nature. Many times it is a result of issuing a teacher a directive, then following through in the event that they do not. Additionally, it is imperative that we as educators follow though when we give students directives that have consequences either positive or negative. From time to time I get complaints from students of teachers who issued homework, but never picked it up or graded it. This lack of follow-through breaks down the educational process at its most basic level. I feel that it is imperative that we advocate for ALL children. Sadly, sometimes we may be their only advocate. We have the training, the understanding, and the know-how to help ensure that all students reach their potential while under our charge. I constantly remind teachers and students alike that the free education they are currently receiving is time-sensitive and has a shelf-life. In the blink of an eye four years will fly past. It is important that we grab hold of each and every moment. A major part of advocating for all students is to ensure that we are cognizant of all policies and laws involved in educating children. Not only is it essential in maximizing their learning opportunities, but not being both aware and compliant opens both us and our district to the wide world of litigation. We have an ethical obligation to do everything we can to help ensure student success. This program has helped open my eyes to the vast ethical responsibilities of the superintendent position. We have ethical obligations to our students, their parents, our teachers and staff, our district, and our communities. We have a huge charge and responsibility.
 * 1) Serve as an advocate for all children.
 * 2) Model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.
 * 3) Exhibit understanding and implement policies and procedures that promote district personnel compliance with //The Code of Ethics and Standard Practices for Texas Educators//.
 * 4) Monitor and address ethical issues impacting education.
 * 5) Apply laws, policies, and procedures in a fair and reasonable manner.
 * 6) <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Interact with district staff, students, school board, and community in a professional and ethical manner.


 * <span style="font-family: "Arial","sans-serif";">Competency 2 Area: **
 * <span style="font-family: "Arial","sans-serif";">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. **

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Not having or being able to develop a shared vision is much like taking a trip somewhere you’ve never been without a map or GPS. It doesn’t matter how effective we are or how strong our ability is to lead. It is all for not if we don’t know where we are going. Working collaboratively with the board and my administrative team, I believe I can help foster a sense of collaboration amongst team members. In empowering others, we can help develop a shared vision that has a multitude of stake holders, all working towards common goals. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">This program has helped me tremendously in envisioning what it takes to develop a team with a focused vision for learning. Perhaps one of the best exercises was actually interviewing our Associate Superintendent, Dr. Benny Soileau. He provided great insight as to how to develop board relations. The first step was simply by setting guidelines and expectations. One of the things that really stands out to me is something some simple, but it never occurred to me that it could be an issue: communication methods. He had indicated that rather than speak or email board members individually, that it was agreed by both sides that all communication would travel through and fro through the board president. It is such a simple concept, but one that certainly could help smooth and align communication processes and helps avert conflict and miscommunications. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">I serve on our CEIC committee at the high school. It is actually one of my internship tasks related to this competency area. The CEIC helps facilitate a shared vision on campus, much in the way that the DEIC helps this vision district-wide. Developing a group of stakeholders to help with planning and facilitating processes in order to develop this vision is a sure step towards developing buy-in district-wide. People want to be represented and feel as though their voices are heard. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of the things I pride myself on in this particular competency is encouraging risk-taking. Some of the greatest advances in the classroom stem from teachers stepping outside the box (sometimes even failing at first). With that being said, it is important that we provide that support, encourage, and put them in a position to be successful. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Additionally, I pride myself on praising in public, and condemning in private. It is important that we celebrate our successes together. Teambuilding is an important attribute of the whole shared vision concept and stakeholder experience. It is important to sometimes be able to agree to disagree while recognizing that members of a team draw from many different experiences and many times have varying ideas and opinions. It is important to make people feel their opinions are important, even if a different course of action is selected. I feel that I do a tremendous job of fostering trust in team members. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">This program (both intern plan and course curriculum) has helped me recognize just how important these concepts truly are.

<span style="font-family: "Arial","sans-serif";">. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Proper, professional communication is essential in rallying support for education. Being able to identify influential community members and enlist them in advancing your efforts is imperative as well. Many times superintendents are new to the districts they take over. Rather than be viewed as an outsider, it is important to become part of a community so that members feel you have an investment in it. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">It is important to have a say in how information flows within your district. Developing guidelines can aid in the process. No one likes to be surprised, and it is important that district employees follow a clearly defined chain of command. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Outside of the district, being able to communicate with the community is essential. Perception is reality and if your community views you as pretentious or in any way negative, you will be facing an uphill battle. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">I believe one of my greatest strengths is conflict-resolution. One of my exercises was to oversee a situation where there was a conflict. In reality, I do this nearly each and every day. It is a skill that must be developed and honed in order to be effective. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">A major ally (or enemy if one is not careful) is the media. It is imperative that procedures are developed outlining who speaks with the media. Without exception, that is your job unless otherwise relinquished to a representative. Nothing can give a district a black eye quicker that the media. And it sometimes takes years and years to undo negative press that is released in a matter of minutes. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Having an understanding of cultural diversity is essential as the complexion of America is changing. With it comes a demographic change in our school systems (especially Texas). This program has reminded me how important it is to be culturally sensitive in order to reach all students. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of my activities was to interview a retired administrator or elder member of the community. I chose Mary Kitchel, a principal I worked with for several years. Mary is pushing seventy years of age and has been with our district for 32 years. She has seen vast changes in both public education, and in our district. I believe it is important to know where we came from in order to understand where we are heading. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">From the experiences I have documented, I feel that I can keep the communication and collaboration between the community and the school district one where we remain focused on improving instruction and creating a common vision for our school district. Having strong input from parents and community members creates an environment where students are held responsible for their learning and community leaders hold students responsible for meeting the expectations set for them at school. Although we can always strive for greater participation, I am extremely proud of the parent involvement we experience.
 * <span style="font-family: "Arial","sans-serif";">Competency 3 Area: **
 * <span style="font-family: "Arial","sans-serif";">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. **


 * <span style="font-family: "Arial","sans-serif";">Competency 4 Area: **
 * <span style="font-family: "Arial","sans-serif";">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. **

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">This course provided me with a ton of information in this area. I had no experience whatsoever in dealing with board issues. I had a basic understanding of the concept of nepotism having seen situations where board members stepped down so a family member could be hired, etc. But that was the extent of it. I learned more from my coursework in this area than I did in my internship plan. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">The reality is that board relations are imperative to both moving a district forward, and in keeping a job. I had little or no working knowledge of the laws outlining board behavior prior to my involvement with this certification. Needless to say, it was enlightening. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">A major component of this area is defining expectations from each side. In an interview with our associate superintendent, the topic of communication between the superintendent and board members was brought up. It was mentioned in an above area but bears mentioning here as well. The scenario was one in which various board members felt compelled to pick up the phone at leisure to contact the superintendent concerning issues. It turned into a “bull in the ring” scenario where the superintendent was constantly responding to multiple calls and emails. It created an unhealthy situation where information was often repeated multiple times inconsistently. It was then decided that all future correspondence would move from board members, to the board president. He/she would in turn refer the info or question to the superintendent, who would respond back to the board president for dissemination. Had this expectation been clearly articulated initially, the issue could have been avoided altogether. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Another component of this area I learned about deals with understanding and utilizing political systems and educational organizations. As a district-level administrator, it is important to be “plugged in” in terms of networking and being involved in professional educational organizations. A few our associate superintendent recommended were Phi Delta Kappa, TASA, TASSP, and the local chamber of commerce. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Legal issues are common pitfalls in relation to board activities. I learned a lot about the laws that are set in place to guide board activities in everything from hiring practices to conflict of interest involving business ventures. I now understand how imperative it is to have a clear understanding of the legalities of this particular area. It is one area I was unfamiliar with prior to this coursework.


 * <span style="font-family: "Arial","sans-serif";">DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 - 7 **
 * <span style="font-family: "Arial","sans-serif";">Competency 5 Area: **
 * <span style="font-family: "Arial","sans-serif";">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. **

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">I sort of killed two birds with one stone in my intern plan by interviewing one of our curriculum directors in terms of implementing major change. The major change was shifting from a grab-bag curriculum (which, interestingly enough, was good enough to get us exemplary during TAAS days) to full implementation of C-Scope. From a curriculum standpoint, this was an exceptional move- one that is happening around the state as we speak. As of last fall, 750 of the 1050 or so districts were implementing it. We got on board in a hurry. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of the ways it was accomplished was but allowing access in the spring prior to full implementation. Teachers were able to log in, play around, and pull information, resources, and entire units with little or no pressure. This was done in lieu of shoving it down everyone’s throat coming back from the summer break in August. It was well-received. In the interview Jim talked about thirds. One third would be early adopters, a third would be one target, and another third would drag heels. Four years later we are rocking and rolling with it. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">There was a huge revamp of our curriculum based assessments. We are in a big debate right now as to whether they are formative or summative in nature. In my estimation, it simply is a matter of how we use the information that determines which. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">It has been a slow process in evaluating our CBA data. Initially, we simply had benchmarks on a given subject on a given day regardless of where teachers were in the course of their content delivery. If they were behind, they were behind and content that was not covered was still tested. –Made no sense as it simply made the test results invalid. We have since refined the process. Spiraling previously-covered concepts now plays a major role in our CBA development. We have learned a lot in four years. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of my assignments dealt with working with extracurricular/co-curricular activities. One important component of this area is paying attention to ensure that as many students as possible are “plugged in.” There is little or no question that student success is tied to being involved in organizations. For many, it is their main motivation for coming to school. Being able to coordinate both curricular and extracurricular programs is crucial in our administrative positions if we want to achieve balanced. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">I have a much better understanding of implementation of technology simply from being part of this cohort. Prior to my involvement I had never created a single wiki or blogged anything. I have since come to realize what a powerful tool both can be.


 * <span style="font-family: "Arial","sans-serif";">Competency 6 Area: **
 * <span style="font-family: "Arial","sans-serif";">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. **

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">In my mind, this is still one of my major “need” areas. I completely understand the mechanisms we have in place for measuring student achievement. We have multiple testing formats (some formative, others summative). We do a great deal of disaggregation of data in order to identify and address our needs areas. Along with the norms for our district (traditionally math and science), we work hard to gain insight into specific sub-population needs. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">There are things we do district-wide in order to reach these sub-pops from a cultural standpoint. Next year, there is talk that we will have some diversity training that will be implemented district-wide. I am curious to see what that entails. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">My biggest issue is that I have yet to ultimately implement a staff development program. I would like to further involve myself in this particular area (perhaps in my three year plan). Our teachers understand the need for training and usually are highly interactive. Our most recent full-scale implementation has been Capturing Kids Hearts. Due to expense, we have run staff members through in shifts. We have completed the entire district, and now simply train new hires each year. We believe it is money well spent. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of my tasks is to analyze our discipline policy and procedures. This is something that I actually deal with every day. With that being said, it is still good to sit down and look specifically at what is, and is not documented. In reality, there are times when I simply “assume” that specific things are spelled out. In reality, due to handbook format changes, little is included that is specific. There are expected clarifications such as mandatory placements, etc. Beyond that, very little is listed in the model. When looking at our policy, we have a “suggested” flowchart for discipline. It obviously doesn’t include everything, but does address common discipline issues: truancy, tardies, fights, disruptions, etc. Even so, it doesn’t address students that are somewhere down your discipline ladder. For some students a write up for being tardy might just be the last straw. In short, the majority of our policy is subjective. For some, this would be an issue. For me, I enjoy having the discretion to subjectively evaluate a situation and deal with it as I see fit. <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of the elements of this competency is to analyze the implications of various organizational factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning. This is something we do on a regular basis. We constantly monitor class sizes and dynamics to balance class loads in order to maximize academic success. The defining factor is not actually the class size, but rather the academic rigor. However, many factors play roles. Disciplin <span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Discipline is a major factor and class size many times plays a role in discipline management. Couple sound discipline management practices with realistic class sizes and we can maximize success.


 * <span style="font-family: "Arial","sans-serif";">Competency 7 Area: **


 * <span style="font-family: "Arial","sans-serif";">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. **

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Our district utilizes the PDAS instrument (like the majority of the rest of the state). We still utilize that instrument for observation and summative purposes. This year we added an additional element- a hyper-monitoring system. It is part of the “Fundamental five.” The entire administrative staff is involved hyper-monitoring. I have personally documented over 220 walkthroughs myself.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Although our hyper-monitoring may be used for evaluation purposes, at this time we are simply using it to measure educational practices. We measure for academic rigor. We check to ensure that objectives are posted and aligned with lesson plans. We check for both numbers and levels of engagement. We look for high yield teacher practices. We look for evidence that learning is happening. We look for technology integration, and we provide feedback and offer reflective questioning opportunities. We do a lot in a short period of time.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of the things I practiced through this plan was working to deliver effective presentations for both large and small groups. This is something I believe we can always use practice on. It takes a tremendous amount of practice for me to be comfortable in front of large groups. I have benefitted from some of the elements associated with this plan as I have led several staff meetings in order to complete assignments.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Additionally, I have worked to support the organizational health and climate of our campus by working with teachers to support discipline management practices. We have several young teachers who I have been working with on discipline management strategies. I am a firm believer in helping teachers maintain the integrity of the classroom. By helping give them tools and supporting them, I feel we can empower them in their classrooms. One of my first speeches to new teachers every year is about the power of maintaining their own discipline in the classroom through clear expectations and consistency. I absolutely HATE it when I am called to a classroom to help maintain order. Whether the teacher knows it or not, this completely pulls the rug out from under their feet. It is never my intention to usurp any authority whatsoever in the classroom. From that point forward it generally becomes more difficult for them to maintain a healthy learning environment. We are quick to watch class dynamics. Sometimes introducing or removing a single student can completely change the dynamics of a learning environment. It is important, as administrators, for us to be cognizant of these trends.


 * <span style="font-family: "Arial","sans-serif";">DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 10 **


 * <span style="font-family: "Arial","sans-serif";">Competency 8 Area: **


 * <span style="font-family: "Arial","sans-serif";">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. **

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">I can safely say this area is one of my greatest growth areas, but one that I still need to work on as it was also one which I had little or no clear understand. For most of us in campus administration, we are knowledgeable in rules associated with functions, activity accounts, and the means to move funds around when needed. This coursework (specifically finance) exposed me to a great deal of information in regards to terms that I had been hearing for years, but knew little about. The information centered on interest and sinking funds, state and federal funding, how ADA affects funding, and where and how district level funds are spent. I never realized prior to this coursework and my intern plan how much of the budget is consumed by payroll.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">I learned a lot about our accounting procedures and the behind the scenes purchase order procedures from speaking with Tim Brittain, our finance director. I had occasion to interview him several times concerning budgetary issues.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">In addition, I had the opportunity to work with Danielle Rankin, our human resources director. She is actively involved in staffing patterns and finding qualified applicants for positions. A portion of her job is working with campus administrators to recognize need areas and keep an up-to-date database of certified, qualified applicants. Additionally, she works with current employees to ensure that their certifications are current, and that any new certifications ultimately get added. I learned a good amount about how things operate in that half of admin through correspondence with her.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Another of my activities dealt with school attendance reports and procedures. Having a working knowledge of compulsory attendance laws and the way they are applied helps ensure that we are on top of credit situations on campuses, and ADA accounting issues district-wide. As funding is so closely tied to WADA, it is imperative that records be accurate.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of the things that I have been focusing on through the course of this program has been managing my own time. I have had to re-prioritize things as a result of taking this on. I feel that this has been an important process for me as I have learned to better-balance my time and have managed to get things done. In reality, the added work has been good for me. I’ve actually had to kick some bad habits (sitting in the recliner and watching TV) to the side in order to get this all done. It’s been a great experience. Being able to manage time is a trait that one must master for themselves, in order to be able to help others manage theirs.


 * <span style="font-family: "Arial","sans-serif";">Competency 9 Area: **


 * <span style="font-family: "Arial","sans-serif";">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. **

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Aside from area 1, I believe this to be my strongest competency. I am in charge of working with maintenance and custodial to maintain our facilities. I operate our work order system and ensure that all requests are vetted prior to input. Our computer database has a history that dates back as much as five years. We are able to track trends and analyze data to determine problem areas. The system is exceptional for tracking expenditures as well in order to help for budgeting purposes. It is important to have an accurate idea as to where money is spent. Some areas can be improved upon. An example of this would be vandalism. Others are static.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">When working with physical plant budgets, one must have an understanding of routine recurring maintenance expenditures versus occasional capital outlay expenditures. One must also have an understanding of energy conservation. Every dollar spent on energy and maintenance is a dollar not spent on academics.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Several of my activities dealt with emergency operations. I am part of our emergency operations team and work with other campus principals, the maintenance director, and the superintendent to ensure that our emergency responses run smoothly. I conduct and analyze all our emergency drills including fire, tornado, and lockdown drills.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Many of these tasks certainly seem mundane and very rote. Few stop and realize how important they truly are in the event that an actual emergency occurs. I constantly monitor our response plans to ensure that they are up-to-date and still applicable. They have to be re-evaluated on both a yearly basis, and when any dynamic changes. This could be anything from a new building added to the physical plant, to a new train track or chemical plant put in down the road.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Communication is a key component when it comes to school safety. This includes clearly articulating your needs to students and staff, and communicating with parents. I utilize an alert-now computer call system which meshes with our student management system to export student names and call numbers. I develop pre-recorded messages and determine if they go out emergency (calling any and all numbers listed redundantly) or simply out for information. Alert-now is a power communication tool. Messages can be pre-set and sent out at times convenient for parents. It is great in emergency situations.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of my ultimate goals is to eventually be an operations director. My father was a maintenance director for nearly thirty years. It is a job that is near and dear to my heart. I look forward to the opportunity to one day work directly with all parties in order to improve our systems.


 * <span style="font-family: "Arial","sans-serif";">Competency 10 Area: **


 * <span style="font-family: "Arial","sans-serif";">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. **

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">One of my exercises involved mediating a conflict between organizations. Many times these issues are frustrating as coaches and their sponsors are generally fiercely defensive of their practice and competition times. It is difficult to ask a student to choose. In a perfect world we can share so that kids can participate in everything they choose. In reality, this is difficult to near impossible. Even with the best of intentions it is difficult in team situations to ultimately share students. Conflicts usually eventually arise and more times than not, students ultimately end up choosing one program or another. In reality, it is the nature of competition and the higher the standard of excellence you set the more these conflicts will arise. In the end, in this instance, a solution presented itself –for this year anyway. In the end, the student confided that she would choose one over the other next year, and would never again do both.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">In a more macro-scenario, I can see the superintendent sitting down and hashing staff issues with his/her principals. I have yet to meet the principal who couldn’t use an extra staff member or two. In our district sharing staff across campuses is commonplace. It is up to the superintendent to work out staffing issues in a manner in which all can benefit and that, ultimately, principals can live with.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">It has always been interesting to me to look at different districts and how they mesh state requirements with the wants and needs of the community and board of trustees. Many of the basic academic desires are the same, but some of the other considerations are vastly different from district to district. A principal and superintendent can many times help meet these needs through elective course offerings. As an example, districts along the coastline may have a well-developed marine occupations career path. One in central Texas may focus on bovine and equine science. It is in this way that creative superintendents and principals, working in conjunction with the board, can help meet the needs of their individual communities. We have alleviated raised state credit standards constraints through block scheduling. In turn, it freed up electives opportunities for students.

<span style="font-family: "Arial","sans-serif"; font-size: 15.99px;">Just as a divided board struggles to function, a divided administrative team struggles as well. I have come to realize, through this program, that a major part of a superintendent’s job is to develop a climate which encourages collaboration amongst their team. It is only in this way that our district can ultimately benefit to its full potential.


 * <span style="font-family: "Arial","sans-serif";">Blog Follow-Up: **<span style="font-family: "Arial","sans-serif";">We encourage you to post reflections on your above Competency Review and Description to your blog, and to read the postings of your fellow students. This will be a very valuable experience as you reflect on lessons learned during this internship.


 * Week One Assignment, Part 2 – Job Entry Plan **

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

Please write a job entry plan describing the following for your **FIRST DAY, FIRST WEEK, FIRST MONTH, AND FIRST YEAR.**

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


 * Director of Operations- Huffman ISD **


 * Day 1 **


 * // Goal(s) //**

// Interview each employee //


 * // Objective(s) //**

// Gather insight as to each staff member’s strengths/skill sets, and aspirations //


 * // Activities addressing goals and objectives //**

// Face/Face Interview //

// Possible personality inventory //

// Input at to employees opinion of districts greatest needs //


 * // Resources needed to achieve goals and objectives //**

// Interview questionnaire //

// Personality inventory instrument //


 * Week 1 **


 * // Goal(s) //**

// Begin comprehensive evaluation of existing facilities and existing/remaining budget //

// Inventory assets in department //

// Assessment of staffing patterns and history of projects //

// Relay expectations to staff //


 * // Objective(s) //**

// Week one objective would be to do an assessment of existing structures looking for outstanding needs. //


 * // Activities addressing goals and objectives //**

// Tour with existing staff familiar with various campuses //

// Breakdown of historical data assessing where majority of staff time is spent //


 * // Resources needed to achieve goals and objectives //**

// Access to work order systems //


 * Month 1 **


 * // Goal(s) //**

// Complete comprehensive assessment of facilities and needs within departments //

// Establish recurring meeting dates with department heads //


 * // Objective(s) //**

// Develop plan for future staffing patterns based on needs assessment //

// Develop initial stages of master facility plan //


 * // Activities addressing goals and objectives //**

// Facilitate meeting with superintendent, principals, and department heads in regards to facility needs //


 * // Resources needed to achieve goals and objectives //**

// Facility planning software //


 * Year 1 **


 * // Goal(s) //**

// Completion of master facility plan //

// Development of long-term and short-term goals //

// Established meetings //

// Assessment of first year activities //


 * // Objective(s) //**

// Have a complete understanding of district facility needs //

// Prioritize long-term goals //

// Identify any capital outlay projects needed //


 * // Activities addressing goals and objectives //**

// Regularly scheduled department meetings //

// Regular meetings with department heads //


 * // Resources needed to achieve goals and objectives //**

// Facility planning software //


 * <span style="font-family: "Arial","sans-serif";">Week Three Assignment, Part 2 – Part C of the Comprehensive Final Report **


 * //<span style="font-family: "Arial","sans-serif";">Describing Recommendations and District/Campus Improvement Initiative/Action Research Lessons Learned //**

<span style="font-family: "Arial","sans-serif";">Review the above analysis, and write at least one page thoroughly describing recommendations and lessons learned from experiences with the improvement initiatives or action research plans.


 * <span style="font-family: "Arial","sans-serif";">Blog Follow-Up: **<span style="font-family: "Arial","sans-serif";">Be sure to post your above reflection on your Recommendations and Lessons Learned to your blog, and read and comment on at least two other students’ assessment reflections.

<span style="font-family: "Arial","sans-serif";">My reflections are posted at: <span style="font-family: "Arial","sans-serif";">[] <span style="font-family: "Arial","sans-serif";">. Additionally, I have commented on two other postings.

<span style="font-family: "Arial","sans-serif";">My first CARE category dealt with curriculum and academic concerns involving demographics and sub-populations. This is an important element as not only does it have educational implications for the student, but it plays a major role in our district and campus success from an accountability standard angle. The AEIS is the most visible measure of a district’s success (at least in the state’s eyes). As a result of this program I was better able to analyze accountability findings and understand some of the things needed in order to increase academic performance levels. It made me cognizant of the need to delve deep into data and disaggregate it into usable formats. Stats don’t mean much if you can’t interpret them. As an instructional leader (especially at the district level) it is imperative that we are able to pinpoint needs areas from a district perspective. This program helped me understand how important it is to be able to analyze trends, and help develop plans to move groups toward academic success. In identifying these needs, the program also taught me how to better understand the application of an effective professional development plan in order to help teachers move these students.

<span style="font-family: "Arial","sans-serif";">Perhaps my largest growth area was in the realm of educational funding. Our district has touted an exceptional rating from the state for the entire decade I have been here. It is, therefore, an excellent model to mimic in terms of how to run a district financially. I now have an understanding how WADA works. I have always been a huge proponent of raising attendance levels largely for academic reasons. In our district, ½ a percentage point increase in attendance can spell the addition of a staff member. I now realize how important it is for funding purposes as well.

<span style="font-family: "Arial","sans-serif";">Another important aspect of finance is maximizing staffing potential. It is important that your master schedule is set up in such a manner as to minimize conflicts that lend itself to small class sizes. Each class section ultimately costs the same and short of overloading, a master schedule that generates classes too small in size actually costs the district funding. It is, in turn, important to be able to develop efficient staffing patterns.

<span style="font-family: "Arial","sans-serif";">My last concern is one that affects the integrity of the classroom each and every day. It is how to deal with technology in a manner that controls it, while finding a way to use it to our advantage. In today’s classroom, it is likely that the majority of students have smart devices either in their pockets or purses, or at least at home. It would be an incredible educational advantage to have each and every student in the classroom to have access to technology at all times. Again, however, the problem lies in our ability to harness and control this power.

<span style="font-family: "Arial","sans-serif";">More and more, we hear about systems that have been compromised- anything from military systems, to government health systems, to banking networks. Each and every time one is compromised, confidential client information has either spewed out, or been manipulated. It is paramount that our districts stay on top of repeated infiltration efforts in order to maintain the integrity of our systems. More and more, it becomes a concern, even in our public school systems. In short, it is important for us to go on the offensive in order to maintain an edge on such attacks.


 * <span style="font-family: "Arial","sans-serif";">Week Three Assignment, Part 3 - Scheduling a Conference with the District Site Supervisor to review the SISE **

<span style="font-family: "Arial","sans-serif";">Please schedule a conference with your District Site Supervisor between now and Week 5 to review the Supervisor’s SISE (Superintendent/Supervisor Internship Summative Evaluation). **To confirm this scheduled conference, please describe your efforts below** – this may include “sending an email request for a scheduled conference, visiting with the supervisor to schedule a conference, or any other efforts describing your efforts to schedule this conference.”

<span style="font-family: "Arial","sans-serif";">I sent an email to Dr. Benny Soileau on Monday. I spoke with his secretary, Mrs. Lisa Bramlett on Thursday to follow-up. My meeting is slated for the beginning of next week.

<span style="font-family: "Arial","sans-serif";">My reflections are posted at: <span style="font-family: "Arial","sans-serif";">[] <span style="font-family: "Arial","sans-serif";">. Additionally, I have commented on two other postings.


 * Week Four Assignment, Part 1 and Part D of the Comprehensive Final Report** :

You have had many opportunities for reflection in this course and throughout this program. In writing Part D on the value of Reflection as a Leadership Skill, we ask that you read from your program text, // School leadership internship, // 2nd edition. Read Reflection in Action, pp. 104 – 107, and answer the following:


 * Describe why reflection is an important skill in leadership.

Provide examples of reflective practices throughout this program citing examples from:


 * Course assignment activities
 * Blogs
 * Course and campus supervised logs
 * Assessments
 * Other intern reflection experiences

<span style="font-family: "Arial","sans-serif";">Describe how you plan to use reflective practice to improve your leadership skills – provide some specific suggestions for applying the skills of reflection.

<span style="font-family: "Arial","sans-serif";">Reflection is an important skill in leadership because it allows us to basically work backward through a scenario and, using our experiences, determine how the outcome may have unfolded differently. In turn, we can use this reflection and apply it to future scenarios. By reflecting on outcomes, both good and bad, we can break down individual components and, in a sense, relive and recreate the experience. Hindsight provides us with a powerful insight as to how we would handle the same or similar situations in the future. In short, it is taking full advantage of experience. Not just knowing better what to do or not to do, but rather how a differing response might likely affect a different outcome.

<span style="font-family: "Arial","sans-serif";">I have enjoyed reading classmate blogs and wikis associated with their experiences. Although they come from different districts and different positions, we can quickly place ourselves in their scenarios as most of us likely have faced similar challenges or situations at our own districts. It is interesting to reflect on how I might have handled a situation. One such example was of a classmate whose district was going through a financial crunch and had chosen not to replace an associate superintendent spot due to attrition. I was able to put myself in that position and reflect on how I might restructure the scenario with existing positions in order to help absorb the deficiency, while maintaining the effectiveness of those personnel in their current positions. In reality, this very scenario, as I reflected on the post, had taken place within our own district approximately four years ago. It was interesting to compare the restructuring scenario to that of our own, despite the fact that the districts were far different in both size and staffing.

<span style="font-family: "Arial","sans-serif";">As far as coursework goes, I probably reflected more on the finance course that any other. In today’s uncertain economic and funding times, it is imperative that we maximize each and every dollar to its full potential. Using creative staffing techniques, partnering with outside entities, and maximizing the efficiency of master schedules are just a few ways to help stretch this funding. In my area of concentration, I reflected on the financial impact of increasing WADA. Through creative reflection on increasing attendance rates, a staggering reality set in. If we were to find a way to increase campus attendance rates by as little as one-half a percentage point, we could actually draw enough additional revenue to fund an additional staff spot -talk about a powerful statistic. With that being said, what types of additional funding could be acquired by doing it district-wide? The amount is overwhelming.

<span style="font-family: "Arial","sans-serif";">As I reflect back on my supervised logs, I realize how much content I have covered in a short period of time. The various activities have allowed me to affiliate with many different staff members (both at central office and campus level) who I have formerly had little contact with. Most impactful was my correspondence with both human resources and finances at the district level. Other than going to job fairs to represent and recruit for the secondary campus, I had little or no contact with HR. It was good to get to go over and interview and gain insight as to what the job entailed. The financial aspect was even more of an eye opener. Prior to both coursework and the internship, I had little knowledge to exactly what went on in that department. I quickly realized how obviously important this “hidden” portion of our district leadership was.

<span style="font-family: "Arial","sans-serif";">It is now clear to me that our assessments have gradually been building up to preparing us for the superintendent exam. The LCE, our most recent assessment, clearly articulated the need to carefully assess each situation thoroughly. I can only assume that the LCE was set up to purposely both mimic and reflect the complexity of the actual TEXES. Whatever the case, I found it difficult as many times each question had several very logical answers. In reflection it is clear to me that more than anything, I must have a clear understanding of the individual components of each competency. Additional assessments throughout the entirety of the coursework added to my overall understanding of what content is likely to be ultimately tested.

<span style="font-family: "Arial","sans-serif";">Further reflecting on my intern plan, one of my recent activities struck me as particularly interesting. It dealt with assessment information as it pertained to different stakeholders within the district- board of trustees, superintendent, staff/faculty, and community. It never truly occurred to me how important our assessment data accuracy was until I completed the exercise and realized how many groups were possibly affected. Validity and reliability are important in determining a number of things. From a board perspective, data helps determine what direction improvement plans should go. From the superintendent angle, it could ultimately determine the outcome of personnel issues as effectiveness and leadership might be put into question. From a staff perspective, it is a tell-tale sign of curricular and instructional effectiveness. And from a community standpoint, assessment data could determine ones perception and ultimately confidence in their district staff. When we reflect on exactly how many layers are possibly affected by assessment data, it is clear that it is important for each and every assessment to accurately accomplish what it sets out to measure.

<span style="font-family: "Arial","sans-serif";">I will use reflection leadership practices in the future to help ensure that lessons are learned from, and failures are not repeated. There is an old saying that those who ignore the lessons of history are doomed to repeat them. I can take it a step further and go so far as it say that even if we don’t ignore lessons, if we fail to reflect properly and gain as much insight as truly possibly, we will likely repeat them anyhow. I’d rather not repeat the same mistakes a multitude of times myself. Therefore, I shall reflect. J


 * Week Five Assignment, Part 1 and Part E of the Three Year Professional Development Plan**

Please review and examine a variety of assessments (e.g., Post SBEC Assessment, Superintendent/Supervisor Internship Summative Evaluation), intern plan progress, and **develop a comprehensive three year professional development plan that includes each of the following for Year One, Year Two and Year Three:**


 * Goals ** – at least two for each year 2 points for each goal times 3 years = 12 Points possible);


 * Identification of TExES Superintendent Domain and Competency ** addressed in each goal (1 point for each identified Competency – 6 goals with at least 6 Competencies);


 * Objectives – ** describe at least one objective for each goal (at least 6 points);


 * Resources ** such as Courses/books/workshops/webinars that will help achieve each goal;


 * Identification of mentor(s) and other professional support staff ** to help achieve each goal (1 points for each identified resource = at least 6 points for resources)


 * Timeline(s) ** for each goal (6 points possible – 1 point for each timeline)**;**


 * Evaluations ** – identify at least one evaluation recommendation for each goal (at least 6 points possible)

The following template will assist you in completing your 3 Year PDP:


 * // Year One //**

<span style="font-family: "Arial","sans-serif"; font-size: 12px;">ASPIRE: <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Initiate Implementation of NIMS procedures || **<span style="font-family: "Arial","sans-serif";">TExES ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Comp:2 <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Dom: 1 || **<span style="font-family: "Arial","sans-serif";">Objective ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Continue to work on district vision: Specifically ASPIRE section 2. || **<span style="font-family: "Arial","sans-serif";">Workshops ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Involve stakeholders in EOP || **<span style="font-family: "Arial","sans-serif";">Mentor ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">FEMA || **<span style="font-family: "Arial","sans-serif";">Date/Comp. ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">May 2013 || **<span style="font-family: "Arial","sans-serif";">Evaluations ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Work with Edwards Risk Management through safety evaluation || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Increase knowledge of funding streams || **<span style="font-family: "Arial","sans-serif";">TExES ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Comp:8 <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Dom: 3 || **<span style="font-family: "Arial","sans-serif";">Objective ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Work with business manager to better understand ways to increase funding || **<span style="font-family: "Arial","sans-serif";">Workshops ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Region IV service center offerings; <span style="font-family: "Arial","sans-serif"; font-size: 12px;">TASBO workshops || **<span style="font-family: "Arial","sans-serif";">Mentor ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Tim Brittain || **<span style="font-family: "Arial","sans-serif";">Date/Comp. ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">May 2013 || **<span style="font-family: "Arial","sans-serif";">Evaluations ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Self-Monitored ||
 * **<span style="font-family: "Arial","sans-serif";">Goal **
 * **<span style="font-family: "Arial","sans-serif";">Goal **


 * // Year Two //**

<span style="font-family: "Arial","sans-serif"; font-size: 12px;">ASPIRE: <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Continue Implementation of NIMS procedures || **<span style="font-family: "Arial","sans-serif";">TExES ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Comp:2 <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Dom: 1 || **<span style="font-family: "Arial","sans-serif";">Objective ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Continue to work on district vision: Specifically ASPIRE section 2. || **<span style="font-family: "Arial","sans-serif";">Workshops ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Involve stakeholders in EOP and FEMA workshops, small trainings,etc || **<span style="font-family: "Arial","sans-serif";">Mentor ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">FEMA || **<span style="font-family: "Arial","sans-serif";">Date/Comp. ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">May 2014 || **<span style="font-family: "Arial","sans-serif";">Evaluations ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Work with Edwards Risk Management through safety evaluation || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Increase working knowledge of C-Scope || **<span style="font-family: "Arial","sans-serif";">TExES ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Comp:5,6,7 <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Dom: 2 || **<span style="font-family: "Arial","sans-serif";">Objective ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Be able to work with c-scope from both an instructional leader angle in order to help new teachers to the district fully implement || **<span style="font-family: "Arial","sans-serif";">Workshops ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">C-Scope training through Region IV || **<span style="font-family: "Arial","sans-serif";">Mentor ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Monica Dorcz || **<span style="font-family: "Arial","sans-serif";">Date/Comp. ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">May 2014 || **<span style="font-family: "Arial","sans-serif";">Evaluations ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Be able to develop a complete lesson unit through c-scope program ||
 * **<span style="font-family: "Arial","sans-serif";">Goal **
 * **<span style="font-family: "Arial","sans-serif";">Goal **


 * // Year Three //**

<span style="font-family: "Arial","sans-serif"; font-size: 12px;">Evaluate efficiency of staffing patterns and ways for improvement || **<span style="font-family: "Arial","sans-serif";">TExES ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Comp:8 <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Dom: 3 || **<span style="font-family: "Arial","sans-serif";">Objective ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Maximize educational impact of staffing decisions || **<span style="font-family: "Arial","sans-serif";">Workshops ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Work with networking partners to learn from experienced superintendents || **<span style="font-family: "Arial","sans-serif";">Mentor ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">colleagues || **<span style="font-family: "Arial","sans-serif";">Date/Comp. ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">May 2015 || **<span style="font-family: "Arial","sans-serif";">Evaluations ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Board approval of staffing changes || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Work to maintain a technologically cutting-edge district || **<span style="font-family: "Arial","sans-serif";">TExES ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Comp:8 <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Dom: 3 || **<span style="font-family: "Arial","sans-serif";">Objective ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Continue to work on district vision: Use technology to enhance effectiveness and efficiency of district operations || **<span style="font-family: "Arial","sans-serif";">Workshops ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Anything TCEA puts on || **<span style="font-family: "Arial","sans-serif";">Mentor ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Mary Morrison || **<span style="font-family: "Arial","sans-serif";">Date/Comp. ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">May 2015 || **<span style="font-family: "Arial","sans-serif";">Evaluations ** <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Find a well-rated, tech- advanced district and pattern. Add at least one significant advancement per semester ||
 * **<span style="font-family: "Arial","sans-serif";">Goal **
 * **<span style="font-family: "Arial","sans-serif";">Goal **


 * <span style="font-family: "Arial","sans-serif";">Blog Follow-Up: **<span style="font-family: "Arial","sans-serif";">Be sure to post a reflection on the lessons learned from developing your Professional Development Plan to your blog, and read and comment on at least two other students’ PDP reflections.

<span style="font-family: "Arial","sans-serif";">I have posted a reflection on my blog and commented on others posts. My reflection can be found at:

<span style="font-family: "Arial","sans-serif";">[|http://www.blogger.com/blogger.g?blogID=4208574857367874366#allposts]