Comprehensive Final Report

Part A

Career and Leadership Goals

I would ultimately like to pursue a career in higher education.  I would like to be able to teach our future educators.  I believe that in order to achieve my goal there are several positions I should pursue.  I think that I should try to find a secondary leadership position.  I do not have any experience in secondary education, so I feel this area should be pursued.  I also would like to become a principal. I feel that being a campus level leader would be an important step to achieving my ultimate goal.  Finally, I would like to work in central office.  Curriculum is an area of interest for me, so I would like to pursue a position as a Curriculum Director for a school district. 

I want to lead because I believe that I can make a difference.  I believe that all students should be treated equally and fairly.  Sometimes this does not happen with students who are seen as “undesirable.”  I would like to be an advocate for all children and make a difference in their lives.  I would also like to help teachers grow as educators.  I would like to help new educators develop and maintain a love for their profession.  I believe that working through my superintendent classes and interning under an effective school leader will prepare me to achieve my goals. 

Part B

Summarizing Leadership Experiences

Domain I—Leadership of the Educational Community – Competencies 1 - 4

Competency 1 Area:

The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.

I chose five activities related to Competency 1. The five activities I chose were:  

• Obtain a copy of the job description and evaluation instrument used for the Superintendent.  Analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation. 
• Interview Mr. and Mrs. Fremont. Focus on the oral history of the community and school system.  Note significant events that affect the district/school today.
• Following the completion of reworking the PBS plan, consider the ethical beliefs that guided each of your actions.  Discuss these beliefs with others involved in the project.
• Develop the following interpersonal skills:  acknowledges accomplishments of others, promptly gets back to others with concerns or needs, and shares information with others who need to know.  When leading meetings:  attempt to resolve conflicts constructively and share responsibilities.
• Attend as many board meetings as possible.

From the beginning of my coursework, I felt that Competency 1 was a strength for me.  I have completed four of the five activities listed for this competency.  I still need to obtain a copy of the job description and evaluation instrument used for the Superintendent and analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation.  From the activities I have completed, I have learned that acknowledgement is very important.  I believe that this is an area our district needs to improve upon.  Many teachers in our district outwardly state that they don’t want to be singled out and acknowledged for a job well done, but my experience in doing this has shown that they really appreciate the acknowledgement.  I have also found that the more quickly I responded to others about their concerns or needs, the better relationship I developed with them.  After interviewing Mr. and Mrs. Fremont, who are both retired teachers from our district and also live in the district, I found that our small community museum was actually interesting and a worthwhile place to visit.  When a prominent community member passed away, he left the museum to our school district.  I wondered what this little museum could possibly offer to our area, but the Fremonts along with others in the community have made the museum a great place to bring children and for all members of the community to learn about our history.  While working on updating our PBS plan, I found that there were many differing opinions about what discipline should look like on our campus.  This was difficult because I also had my own opinions about how our discipline issues should be handled.  I had to learn how to communicate in a productive manner and how to compromise and work with the entire group to formulate an effective plan.  I feel that working on the activities in this competency helped me improve my communication skills and my ability to work with and lead a group toward a common goal.

Competency 2 Area:

The superintendent knows how to shape district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community.

I chose five activities related to Competency 2.  The activities I chose are:

• Analyze Orangefield ISD’s vision/mission statement as it relates to the school’s master schedule.  Determine if the vision statement is reflected in the reality of the master schedule.
• Serve on the District Education Improvement Committee for OISD.  Log my time and duties as part of the team.
• Review current requirements for OISD under NCLB.  Review OISD’s collection procedures and data collected.  Interview persons directly involved, analyze the data, & compile a list of actions needed to meet NCLB.
• Review board policy, administrative regulations.  Assess compliance with policy/regulations.
• In leading a group of teachers to develop PBS, practice each of the group leadership tasks cited and have group members complete an evaluation of my performance.

I learned a great deal from reviewing board policy.  There is so much information that can be found just by reading this.  I could see where a Superintendent would need to refer to board policy on a regular basis.  I believe that our district does a good job of creating a master schedule that reflects our vision and mission statements.  Our district administrators begin reviewing master schedules in the spring for the upcoming school year to produce the best schedule available for our students.  This is an ongoing process that occurs through the summer months.  I found that while serving on the District Education Improvement Committee, the community members and parents on the committee learned a great deal of information about our district and the legal aspects of public education in the state of Texas.  At our last DEIC meeting, one community member talked about how much information he had learned by serving on the committee.  These members helped explain misconceptions about TAKS scores and teacher effectiveness to other community members without the information coming from a school official.  OISD follows NCLB requirements very closely.  The area that we seem to struggle with compliance in is the economically disadvantaged subgroup.  Our district has worked very hard to be in compliance in all areas and the elementary campus will actually fulfill the requirements this year.  As noted in the above competency, I believe that leading a group of teachers to develop PBS on our campus was of great benefit to me.  I learned about compromise and guiding people to work toward a common goal.  I have seen other district leaders as they worked through this process, but never had practiced this myself.  This was a great learning experience. 

Competency 3 Area:

The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.

I chose five activities related to Competency 3.  The five activities I chose were:

• Conduct a faculty meeting. Survey a random sample of the participants about my presentation.
• Interview persons involved in district public relations.
• Observe a meeting of the site-based council.  Assess the role of parents in the process, and provide any recommendations for increasing the effectiveness of their role.
• Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.
• Compile a list of social agencies that are available to help and support the students, faculty and administration.

After completing the activities in this competency, I believe that OISD does a pretty good job of communicating and collaborating with families and community members.  I think that one area of improvement would be the parents’ and community members’ involvement in the site-based council.  It appeared that the parents and community members present were just there to listen and sign that they agreed with the issues being discussed by school personnel.  I never heard a parent or community member offer their input or become involved in the discussions.  When looking at public relations, I found that we have one public relations representative per campus and one representative district-wide.  The public relations representatives constantly send photos and stories to the local news agencies concerning achievements of our students at all age levels.  The district-wide public relations representative updates our district website and records messages that are sent to parents throughout the district.  These voice messages keep parents informed of important meetings held throughout the district.  I have conducted many faculty meetings, but have never surveyed the participants about my presentation.  I am not sure that the participants were brutally honest about my meeting because I got nothing but positive remarks.  I have learned through conducting faculty meetings that most of the time the teachers act like the students that they teach.  It amazes me that they expect students to behave and listen when they are teaching, but they act the same when involved in faculty meetings.  Our school librarians work very hard to maintain a culturally diverse selection of books and periodicals in which our students can access.  On the elementary campus, several copies of the Texas Bluebonnet books are purchased each year and a contest is held among the adults and students to see who can read the most books.  The Bluebonnet list is a very culturally diverse list, so all students are exposed to the different cultures when they read these books.  This is just one example of many that our librarians do to maintain balance in our reading materials.  I am currently working on compiling the list of social agencies that are available to help and support the students, faculty and administration.  I should complete this list during the following week.

Competency 4 Area:

The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district's educational vision.

The five activities I chose which relate to Competency 4 are:

• Obtain a copy of the job description and evaluation instrument used for the Superintendent.  Analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation. 
• Interview Mr. and Mrs. Fremont. Focus on the oral history of the community and school system.  Note significant events that affect the district/school today.
• Following the completion of reworking the PBS plan, consider the ethical beliefs that guided each of your actions.  Discuss these beliefs with others involved in the project.
• Develop the following interpersonal skills:  acknowledges accomplishments of others, promptly gets back to others with concerns or needs, and shares information with others who need to know.  When leading meetings:  attempt to resolve conflicts constructively and share responsibilities.
• Attend as many board meetings as possible.

As stated above, I still need to obtain a copy of the job description and evaluation instrument used for the Superintendent and analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation.  I plan to finish this activity within the next two weeks.  I believe that in looking at the past while interviewing Mr. and Mrs. Fremont, we can gain insight into why decisions were made and how to progress into the future and achieve the vision for our district.  In completing the PBS plan for our campus, we will be able to work with parents and students to achieve our educational vision of providing a safe learning community for all students.  Acknowledging the accomplishments of others promotes a sense of self-worth.  It also encourages everyone to work harder toward our goals.  While attending the board meetings, I learned that it is sometimes very easy for board members to get off-task and promote their agenda.  The superintendent had to work closely with the board and privately remind them of what their duties as board members entail.  Also, with budgetary constraints, this has been a very tense year.  The board meetings in the spring were equally tense as program changes had to be voted upon and some teachers lost their jobs.  It was very important for the superintendent to keep the board informed and maintain a close working relationship with them during this time.

DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 - 7

Competency 5 Area:

The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; use the current accountability system; and promote the use of varied assessments to measure student performance.

The five activities I chose which relate to Competency 5 are:

• Analyze and compare OISD’s curriculum with recommendations from NAESP, NMSA, and NASSP.  Cite areas that align with or need change to meet recommendations.
• Participate in the process of student class scheduling.
• Interview the Curriculum Director and assess current needs, goals, and level of service provided by central office instructional staff.
• Assist in the planning and supervising of elementary UIL.  Critique the learning experience for the students involved.
• Attend one special education meeting involving initial placement or annual review.

I am currently working on analyzing and comparing OISD’s curriculum with recommendations from NAESP, NMSA, and NASSP to cite areas that align with or need change to meet recommendations.  This is an area in which our current curriculum director has been working to improve.  Our district began curriculum days in which teachers met one day each six weeks grading period to plan lessons for the upcoming six weeks.  At the secondary level, teachers meet vertically within their subject area to align their curriculum.  At the primary level, teachers meet within their grade levels to develop plans together.  Because of budgetary constraints, teachers utilize curriculum days on their own time and not at the expense of the district (subs).  This has been a necessary cut, but I believe it will not help us progress as a district.  Student class scheduling is always a big issue on the elementary campus.  We allow parents to request the teachers that they would like for their children.  During the summer, I place the students in classes based on the requests from parents.  I then look at the best fit for the special education students based on other students in the classes and teacher personalities.  All other students are then placed in classes according to personalities and a balance of boy to girl ratio.  After completing this for all students grades PK-4, I email the lists to my campus principal, he reviews the lists, and makes necessary changes.  Our curriculum director is very conscious of the demographic changes taking place in our school district.  He feels that the most pressing need for OISD is to provide support and training for our faculty and staff so they will be able to give students a quality education no matter what their race, gender, or economic background.  In helping plan the elementary UIL meet, I developed form letters for UIL coaches to send to parents, created lists of practice times, dates and places for all students and teachers involved, and obtained spending money for the students on their day of competition.  I also developed a sign-in sheet to show which students were in attendance at the UIL meet and received their $7 spending money for the event.  I attended about 95% of the special education meetings on my campus which involved initial placement or annual review.  This year was the first time I have ever attended a meeting where the parent did not agree upon the decision the rest of the ARD committee had decided was in the best interest of the child.  I learned the requirements based upon a person on the committee disagreeing with the outcome and attended the meeting that was held within 10 days of the initial meeting.

Competency 6 Area:

The superintendent knows how to advocate, promote, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.

The five activities I chose which relate to competency six are:

• Compile a list of all forms of student recognition that OISD practices.  Calculate the percentage of students that receive some type of school recognition.
• View the “Draft Technology Standards for School Administrators” website.  Draw up a plan of how you will implement these six standards.
• Gather and analyze OISD, Texas, and national normed test results.  Assess the current strengths and weaknesses in student achievement.  Make recommendations for improvement in student performance on standardized tests.
• Review discipline referrals monthly for the 2010-2011 school year.  Compile the data with regard to grade level, special education classification, race and gender.
• Compile a list of current issues that affect teaching and learning.  Use research literature and perspectives from administrators, teachers, students, and parents in compiling the list.  Assess the degree of importance and urgency for each issue.

OISD does a pretty good job of recognizing students for their accomplishments in all grade levels.  We give the “Big O” awards, perfect attendance, all a honor roll, a/b honor roll, UIL participation award, perfect TAKS score awards, and extracurricular awards.  I calculated that about 80% of the student population receives some type of school recognition.  One area in which I felt there could be some improvement is with students who accomplish activities outside of school, for example Boy Scouts or Girl Scouts, sports not offered at the school but played by students at a very high level of competition, or  any type of service performed by the student.  One area of strength in OISD’s student achievement is in the area of Reading.  Our students perform very well in Reading at all grade levels.  An area in which we need to improve is Science and Mathematics instruction.  In some grade levels, we are competitive, but in others we are very much below the state and national norms.  Our district has worked very hard to improve discipline procedures involving special education students at the secondary level.  This has been an area of concern for the past few years.  Our secondary administrators have worked to implement a system in which these students are corrected for misbehavior, but maintain proportionate numbers with the regular education students.  In all other areas, our discipline is equitable.  The most pressing issue affecting teaching and learning at this moment, is the budgetary issue that our state and nation is under.  This issue is very important in shaping campus and district climate.

Competency 7 Area:

The superintendent knows how to implement a staff evaluation and development system and select appropriate models for supervision and staff development to improve the performance of all staff members.

The two activities I chose which relate to Competency 7 are:

• Gather the yearly district staff development plan.  Analyze the plan with respect to school mission, student achievement, and teacher evaluations.
• Gather information from the high school and elementary administrators on relevant and legal questioning/assessment strategies used in interviewing.

Our staff development plan follows the school mission and student achievement.  Administrators also evaluate teachers based upon what they have learned in the staff development sessions.  Our staff development plan for the 2011-2012 school year involves teaching and reaching students of different ethnic backgrounds.  During district staff development, all administrators present a session on a topic supporting our staff development focus for the year.  Some teacher leaders also help present the information.  This method has helped our district save money and provides the leaders with great experience in presenting information to large groups of people.  Our administrators work hard to make sure that everyone on the interview committee understands legal questioning strategies during the interview process.  The campus principal usually develops a list of questions for the committee to ask.  Each committee member is given a specific question to ask and if another question comes up during the interview process that is not on the list, committee members are encouraged to ask the question.

DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 10 

Competency 8 Area:

The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application.

The five activities I chose which relate to Competency 8 are:

• Review the TSSA technology standards.  Assess the level of compliance with these standards by the leadership in your school.
• Meet with the OISD attendance officer.  Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school/district operations.
• Complete a requisition for a supply item from a budgeted account.  Provide a description of the path it follows for approval.
• Visit the website of the NAESP and compile a list of all services and information available to the principal.  Join the association, and begin reading periodicals and keeping up with the advances and concerns of principals across the nation.
• Compile a list of books, publications, training manuals, and district of state publications used or recommended for the Superintendency.

Our district technology director works closely with the superintendent to ensure that OISD complies with standards provided by the TSSA.  The attendance officer has a very difficult job in our district.  We have worked very hard to increase district-wide attendance to over 96% this year and we achieved our goal.  Our finance director found that by increasing our attendance rate by one percentage point, we increase our funding by almost $100,000.  Our attendance officer monitors all students and sends letters to parents when their children are close to violating our attendance rules.  He will meet with parents and discuss state attendance laws.  If students continue to miss school and do not abide by the attendance laws, he files on the parents if the students are under 16 and on the parents if the students are over 16.  The parents and/or students must appear before a judge and he will assess a fine, community service, or in some instances put the person in jail.  This is a very sore spot for elementary parents who do not understand the importance of having their children in school every day.  

Competency 9 Area:

The superintendent knows how to apply principles of leadership and management to the district's physical plant and support systems to ensure a safe and effective learning environment.

The three activities I chose related to Competency 9 are:

• Examine reports from current local health and fire inspections, as well as any other required state or federal reporting data on maintenance of the facilities.  Examine building work orders and work accomplished for the district.
• Interview the director of transportation to discuss current issues and needs for transportation.
• Interview the OISD food service manager to discuss the current requirements, concerns, and issues of the program.

Our district is very spread out.  Because of this, some bus routes are about 1 1/2 hours long.  We cannot separate buses and have only elementary students on some and only secondary students on some.  This is an issue because of the wide age differences on the buses for long amounts of time.  Also, some of our buses are 16 years old.  Our maintenance and transportation departments do a great job of maintaining these old buses, but we could really use newer buses.  I learned that there are very stringent requirements for food service in public schools.  The cafeteria workers must maintain certain temperatures for the food and must check these temperatures at certain times during food service.  This becomes very stressful as 700 students are coming into the cafeteria and three minute intervals.  Our food service director is very proud of the hard work her employees do, as our food service department always receives a score of 100 when food safety officers perform inspections of our cafeteria.  In examining safety reports for our district, we routinely score above average in this area.  One area of concern is that different wings  and buildings have been added on to current areas when bond issues have passed.  This means that there are many points of entry.  These doors must remain locked at all times and students must be constantly reminded not to open doors for people just because they are knocking on them.  One safety inspector was concerned about the coat hooks hanging in the elementary hallways.  He suggested that they either be removed or a strip of wood be placed over the tops of the hooks so students couldn’t run into them.  In one week, the maintenance department had placed the wood strips over all hooks on our campus.  Our maintenance department works very hard to maintain exceptional facilities although some of them are over 60 years old.

Competency 10 Area:

The superintendent knows how to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts.

The three activities I chose which relate to Competency 10 are:

• Review board policy regarding innovations and change in OISD.  Select readings from respected journals and discuss content with faculty and administration.  Assess the degree to which change theory is used to facilitate innovation and changes in OISD’s programs and operations.
• Interview the school nurse to discuss major requirements, concerns, and goals for the school health program.
• Choose a current issue at OE.  Find at least two persons on either side of the issue.  Meet with the chosen persons in a group or individually to ascertain the goals for each side.  Ensure that each side understands the goals of the other side.  Devise a resolution that helps both sides achieve their goals and addresses all concerns.  Meet with both sides to reach consensus on the new proposal or plan.

Orangefield ISD is a very small rural hometown community.  Many of the residents are third and fourth generation to our district.  Because of this, change is very difficult to implement.  I believe that as new residents move in to our community it is becoming easier to implement change theory to facilitate innovation and changes in our programs and operations.  In discussing requirements with the school nurse, she stated that the requirements are constantly changing and growing.  She maintains a log of all students who come to her office each day.  She must also monitor all students’ shot records and send reminders to parents when their students need to update their shots.  The increase in the instances of food allergies has added to nursing responsibilities.  She must monitor these students and teach awareness skills to all adults who come in contact with these students.  Lice is a constant problem and many parents do not treat their children.  This becomes a perpetual issue and makes some parents very angry.  Our district had a terrible problem with fifth disease this year.  Several teachers and parents were pregnant and the nurse had to inform them of the possible risks to the unborn baby and being exposed to fifth disease.  The issue I chose to address was the issue of doing away with our current G/T program and beginning the next school year with a new model.  Currently, we have a “Challenge Class” in which the G/T students are placed.  Statistics and current studies show that the G/T students are usually the top 5% of the population.  For our district, this means about 5 or 6 students.  The other students in the Challenge Class are high achievers.  It has become a status symbol to have your child in the Challenge Class.  The students are usually well behaved, their parents make more money, and they are teachers’ kids.  The Challenge Class starts in first grade and continues throughout the Junior High.  Our plan is to phase out the Challenge Class beginning with next year’s first graders.  Each year we will phase out a grade level until these students are integrated into all classrooms.  We will have a pull-out program during RtI time to address the G/T students’ needs.  We are still not sure whether we will be phasing out the G/T program or not.  I have learned that change is not easy for anyone.  There are many factors to consider when implementing a change.

Part C

Describing Recommendations and District/Campus Improvement Initiative/Action Research Lessons Learned

Orangefield Elementary is in the process of changing the method of placing students in classes in the first and second grades.  Currently, we have one teacher designated in grades K-4 as the “Challenge” teacher.  The students in this classroom are the students who are labeled as Gifted and Talented.  These students make up about five or six students in the class. There are also high achievers in these teachers’ classrooms, which account for the other 16 or 17 students.  The high achievers usually attain this label because they have attended pre-kindergarten or their parents work with them quite a bit at home to help them advance quicker than the students who have no help at home.  These students are usually teachers’ kids and usually come from middle to high income families.  These students are also pretty well behaved, are clean, and have parents who are highly involved at the school.  Our plan is to maintain the Challenge classes beginning in third grade.  This will mean that all students in first and second grades will be heterogeneously placed into one of six or seven classrooms (depending upon class and grade level size).  The plan is for the G/T students in grades K-2 to have a pull-out program during RtI time.  We will begin this program with the first grade students the first year, and will then implement it in the second grade classrooms the following year.  We will do this so the students who have already been placed in a challenge class in the first grade won’t go to a regular classroom in the second grade and then back to a challenge class in the third grade.  The process of planning and implementing change at a campus level has been very time consuming.  I have learned that much thought and planning goes into making any change.  In reworking the program, we will have to look at how we group students during RtI time so the designated G/T teacher can work with just G/T students during that time.  This means that the other teachers in the grade level will be splitting the rest of the G/T teacher’s students during this RtI time as some of the grade level go to the RtI lab.  This could lead to confusion in the beginning until procedures are practiced and reinforced.  Ideally, we would hire a separate teacher solely for the purpose of servicing our G/T students.  In reality, this is not a possibility for our school at this time.  Because of the logistics and the concerns with budgetary issues, we decided not to change our G/T program at this time.  We do believe that reworking this program to better fit the needs of this group of often overlooked students will benefit them and hope to be able to implement a similar program in the future.  

Part D

Reflections on Reflective Leadership

Reflection is a very important skill for any professional to practice.  Through reflection, leaders learn about themselves and how to improve upon past experiences.  Peter Drucker said, “Follow effective action with quiet reflection.  From the quiet reflection will come even more effective action.”  I believe this is true.  Reflection forces you to evaluate decisions and actions made and explore ways to improve upon those actions.  This leads to better decision-making practices.  Throughout the coursework for Superintendent Certification, our cohort was asked to reflect in a variety of ways.  One way we practiced reflection was through our course assignment activities.  Through the process of developing my Intern Plan, I practiced reflection in order to develop an Intern Plan which would develop my skills and meet my professional needs as an administrator.  In the School Finance class, I also reflected upon the coursework as I became more knowledgeable about the subject of finance and how it applied to the Superintendent.  Another method of reflection was through our blogs.  The blogs were a great tool to use as we reflected upon the coursework.  When developing my Vita, I was able to reflect upon skills in which I should develop to become a better-rounded administrator.  I reflected upon our campus facilities in my blog, which allowed me to analyze areas in which our facilities are top-notch and areas in which we need to address on our campuses.  A third means of reflection was from course and campus supervised logs.  These reflections were exhibited through my Intern Plan and the SISE.  These allowed me to focus on my personal goals and needs to better myself as a leader.  The final process of reflection was through assessments.  In the classes in which exams were given,  I was able to assess my strengths and weaknesses and understanding of the course material.  I plan to use reflective practice to improve my leadership skills by analyzing my performance on a regular basis.  I am in the process of developing my professional goals for the 2011-2012 school year.  After creating my goals,  I will explore the methods I will use to achieve my goals.  I will then reflect  upon the success of achieving my goals on a weekly basis to improve myself as a leader.  I will also use my Professional Development Plan as a means of reflection.  I will analyze the goals and the methods I incorporate to achieve the goals in my Professional Development Plan to determine if I have achieved these to the fullest of my ability.

Part E

Professional Development Plan

Year One

Goal	TExES Competency and Domain	Objective (What do you want to improve?)	Course Work/Book/ Workshops (How do you want to improve?)	Mentor Professional Support (Who will help you improve?)	Date of  Completion	Evaluations (How will you know you have improved?)
1	Domain I Competency 2	Shape district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning	District goal development John Maxwell leadership series	Dr. Stephen Patterson, Curriculum Director	Continuous 2011-2012	Better understanding of vision development
2	Domain I Competency 3	Ensure educational success for all students	Cultural awareness training	Region V presenter, Ruby Payne books	Continuous 2011-2012	Improved achievement of culturally diverse students

Year Two

Goal	TExES Competency and Domain	Objective (What do you want to improve?)	Course Work/Book/ Workshops (How do you want to improve?)	Mentor Professional Support (Who will help you improve?)	Date of  Completion	Evaluations (How will you know you have improved?)
1	Domain I Competency 4	Respond to and influence the larger political, social, economic, legal, and cultural context	Region V Annual Law Conference	Mr. Philip Welch, Superintendent	Fall each year	Better understanding of legal issues affecting education
2	Domain II Competency 5	Ensure alignment among curriculum, curriculum resources and assessment	District-wide curriculum days; TEPSA Fall Summit on STAAR	Dr. Stephen Patterson; Various presenters	Continuous; Fall 2012	Increased understanding of STAAR test

 

Year Three

Goal	TExES Competency and Domain	Objective (What do you want to improve?)	Course Work/Book/ Workshops (How do you want to improve?)	Mentor Professional Support (Who will help you improve?)	Date of  Completion	Evaluations (How will you know you have improved?)
1	Domain III Competency 8	Apply principles of effective leadership in relation to personnel	Work closely with district-wide mentor program	Dr. Larry Haynes; Dr. Stephen Patterson	Continuous 2013-2014	Improved understanding of mentor/mentee process
2	Domain III Competency 9	Apply principles or leadership and management to the district’s physical plant and support systems	Region V Safety Training	Brian Ousley, Director of Support Services	Continuous 2013-2014	Improved safety procedures implemented