Week Five Assignment, Part 4 Blog Comments following SISE Conference

Week Five Assignment, Part 4 Blog Comments following SISE Conference 

I sent an email to my site supervisor's secretary and was able to set up my meeting with my site supervisor, Dr Curtis Culwell, at the time he specified which was 9:00 AM on Tuesday, September 18 for the review of my nine month internship under his direction and to review and get his signature on the Supervisor's SISE (Superintendent/Supervisor Internship Summative Evaluation). From this conference and the others I had with Dr Culwell I have learned many things beyond what I can express in writing and more things that go beyond the superintendent domains and competencies over the thirteen years of working under him. Dr Culwell is a wise man and long time educator who started his teaching career in Garland I.S.D. as an English teacher in 1976 and superintendent in Garland Independent School District for 13 years after moving up the ranks in two other districts to superintendent in Lubbock before coming back to Garland (http://www.dallasnews.com/news/community-news/garland/headlines/20120815-culwells-retirement-intensifies-garland-isds-transition.ece)(Retrieved from the internet, September 29, 2012 http://www.garlandisd.net/about/leadership.asp). As we reflected back over the last nine months there were so many opportunities to learn from him directly watching him conduct staffing, board meetings, building dedications, community meetings and day to day operations. He asked all of his assistant superintendents and directors in his staffing to make time to be available to me for help and they were all so gracious to conduct interviews, send documents and power point presentations for me to look at and ask questions. I was able to watch elections of two new board members and the president of the board resign and move away. Garland has worked on new and renovation construction at six sites this summer using the last of the money from the last bond election, such a great experience to be a part of the process. I will look forward to seeing what the Lord has in store for Dr Culwell as he retires in December 2012 and starts the next phase of his productive life and educational experience. Dr. Culwell's secretary faxed the SISE over to Dr Arterbury's office before I left the Garland administration building. A big thank you to Jan Minx and Susan Abbett for helping me get needed items and set up meetings throughout this internship.

Three Year Professional Development Plan 2012-2015

Reflection on the superintendent 3 year professional development plan is a great tool to direct my learning process. I have been using a three year plan since 2009 and it is exciting to see where I have been and where I plan to go by updating it every 3 to 6 months and referring to it often. I like the plan and use it for direction in my goal setting process.  My plan is out in my TK20 files to be updated on a regular bases.

Reflection on the Value of the Skills of Reflection

Reflection is an important skill in leadership that allows reconsidering actions after the fact and develops expertise, (Martin and Wright, 2005, p104). A leader needs to have a knowledge base and use prior experiences to take action and adjust using reflection to make changes on the go. According to our text, School Leader Internship, on page 104 and 105 the authors give six things expert leaders learn to do better than novices, (I.E., recognize the perspectives of others, accommodate how others learn, understand how hierarchy filters information, anticipate problems, prioritize relevant detail, be comfortable with ambiguity), (Martin and Wright, 2005, p104 & 105). Reflection can be done by thinking through problems more deeply, charting an action plan, or journaling before action and after action takes place in reevaluation. 

I plan to use reflective practice to improve my leadership skills by including time for reflection during weekly staffing and during conversations with staff and mentors when appropriate. I plan to continue to use my blog, Brenda’s Best Blips, as I defined blips as “journal entries that are ‘a spot of light’ (blip) on education reform causing a brief upturn (blip) in transforming traditional education by small amounts (blips)”.  I plan to journal on my blog and on paper when not connected to the internet. I plan to like it is stated in our text, School Leader Internship on page 106, “King and Kitchener (1994) make reflective thinking actively constructed within each specific context I am a part of and ground my conclusions in relevant data and continue to reevaluate all situations. Specific ways I plan to apply the skills of reflection are as follows: journal, blog, tweet, attend TASA conferences, network with peers and mentors, reevaluate decisions, research, read, attend professional development opportunities. I will continue to develop the art of reflection in practice and the art of reflection on practice. I will reflect on decisions, actions, changes, adjustments, and mistakes (Martin and Wright, 2005, p106).

Reflection of a Job Entry Plan

As I have completed a draft job entry plan for a central administration job I see the value in developing such a plan to have a direction mapped out to make sure all goals, objectives, activities and resources are in place to focus your time to promote the success of all students and staff placed under you. As I have watched four coordinators in five years take the reins over my program and others, two of the four have floundered and I believe it is because they did not have a plan and weren't prepared for the task at hand. In the planning for moving into a new job I believe you must learn all you can about the job itself, the programs involved and find a mentor that can give you insight and pointers for the position.

Reflection - Part B of the Comprehensive Final Report

Reflection - Part B of the Comprehensive Final Report: Summarizing Leadership Experiences in each of the 10 SBEC Superintendent Competencies

As I reflected over the last nine months of the District Internship Plan and each individual activity I reviewed each of the three domains and 10 competencies I was surprised by the learning and growth I have experienced. I have been given a great opportunity to work on this internship under a superintendent who has lead this district for fourteen years when most superintendent reigns in the same district are less than 5 years. In looking back the activities I selected have been invaluable in gaining knowledge and skills of the behind the scenes of the workings of a local education agency and the people skills it takes to keep all the balls in the air at one time. I am gratefully for the help and mentoring I have been given.

EDLD 5399 Week One Assignment, Part 2 Section A: Career Position and Leadership Goals Statement—Avance 9-3-2012 SU3003 Cohort 5

EDLD 5399 Week One Assignment, Part 2

Section A: Career Position and Leadership Goals Statement—Avance 9-3-2012 SU3003 Cohort 5

 

Position Goal:

Back in January 2012, when I started this preparation program for superintendent certification through Lamar University Academic Partnerships I did not really desire a superintendent position but more knowledge of the federal, state and local education agency laws and policies and decided this was the best way to gain that knowledge and get hours above a masters that would transfer to a doctorate if I choose that route. I have looked for opportunities to pursue life-long learning in all areas of my personal life and professional career. I do believe it is important to move through different positions of leadership (I.E., lead teacher, train the trainer, site council member, supervisor, coordinator, board member, assistant superintendent, and superintendent) to gain insight into the inner workings of a local education agency.

Leadership Goal:

As a leader I hope to help as many people as possible become life-long learners and accomplish their goals in education and life to become productive citizens in our communities. I plan to work in education for the rest of my life whether it is as a paid employee or after retirement as a consultant and/or volunteer. Learning and teaching are two of my personal needs that underlie my motivation to lead. I also love to work and to serve others. The accomplishment of reflective writing, research readings, and internship activities has helped me prepare to lead school improvement by providing me opportunities to see leadership up close and personal in action and get clearer ideas of how I want to lead and progress as a team player in education as a whole. I will not sacrifice my moral or ethic beliefs for any position. I believe that all children and adults can learn and need to be helped and directed to their own potential. As stated in the book Eye on Education, I believe like Martin that “it is imperative that future school leaders utilize research, practice, and reflection, and they must form habits of effective group processes to solicit support, develop new leaders, and reach organizational goals”, (Martin, G (2005) School Leader Internship. Larchmont, NY: Eye on Education p. 88).  The key to using the most effective style if leadership is knowing the situation and people and striving to meet the needs of both agency (Martin, G (2005) School Leader Internship. Larchmont, NY: Eye on Education p. 89) while staying within the laws and policies of federal, state and local education.

EDLD 5399 W1 Post SBEC Self-Assessment Reflection

Post SBEC Reflection Avance 

Posted by Brenda Avance at Saturday, August 25, 2012 3:54:21 PM CDT

EDLD 5399 Week One Post SBEC Reflection Avance 8-25-2012 SU3003 Cohort 5

As I completed the Post SBEC Superintendent Competencies Self Assessment, reviewed my responses today and compare the post responses with my answers in the first course, EDLD 5396 I have gained great respect for good long tenure superintendents, like mine in my present district, that have all of the knowledge and skills defined in these competencies and indicators. I was excited to see how many areas I already had knowledge and skills in and how many need work but I truly believe that sitting in the hot seat would tell the real tale. Research states that superintendents’ average tenure is 3.6 years (Retrieved from internet, August 25, 2012,http://www.districtadministration.com/article/superintendent-staying-power). In January in Domain 1, Leadership of the Educational Community, I felt I was pretty strong with 12 areas that I could lead in and 16 areas that I felt competent with the knowledge base and skills but not comfortable to lead in the sixteen. In those sixteen categories I raised thirteen of those to strengths through this program teaching and learning process. I had seven categories in Domain that I needed the most work in  and they were as follows; (1) using formal and informal techniques to monitor and assess district/school climate for effective, responsive decision making; (2) facilitating the development, use, and allocation of all available resources, including human resources, to support implementation of the district's vision and goals; (3)articulate the district's vision and priorities to the community and to the media; (4) influencing the media by using proactive communication strategies that serve to enhance and promote the district's vision; (5) communicating effectively about positions on educational issues using effective writing, speaking, and active listening skills to ensure educational success for all students; and (6) analyze and respond to political, social, economic, and cultural factors affecting students and education; (7) access and work with local, state, and national political systems and organizations to elicit input on critical educational issues. (State Board of EducatorCertification, Certificate and Renewal Information, retrieved 12 30, 2008, from internetwww.sbec.state.tx.us:http://www.sbec.state.tx.us/SBECOnline/certinfo/certren.asp?width=1280&height=800) Of these seven categories I was able to raise my knowledge level to competent in five of the areas and in two of them, numbers three and four, they became strengths.

In Domain II, Instructional Leadership, out of the 30 knowledge and skills that a superintendent is expected to be accomplished in I have gained strength in twenty one of the areas from four in the first class. Out of the original 2 skills and knowledge areas, Competency 5 and 6, that I needed the most work on are the areas I still feel weakest in due to my lack of work in the general curriculum area with more emphasis in the special education area. The indicators I feel I need the most work in are two out of Competency 5 and they are as follows: 1. evaluating district curricula and provide direction for improving curricula based on sound, research-based practices and 2. ensuring that staff members have a working knowledge of the accountability system and are monitoring its components to increase student performance. In Competency 6 Area the indicator the superintendent knows how to establish a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results for improvement of student learning. I consider my self strong in Competency 6 and 7 except for the one indicator mentioned above.

In Domain III, Administrative Leadership, there were twenty-four statements that a superintendent should know how to accomplish. Out of the twenty-four, I considered five of them strengths for me back in the first course but have through the studies gained confidence and strength in six more. Domain III was my biggest growth area of knowledge and still the area of greatest concern because of the enormity of the responsibility of these areas of skills and knowledge. One of my biggest strengths is “managing one's own time and the time of others to enhance district operations” in Competency 8 Area while at the same time the indicator budget planning and management, revenue forecasting and enrollment forecasting for needs seems heavy. (State Board of Educator Certification, Certificate and RenewalInformation, retrieved 12 30, 2008, from internetwww.sbec.state.tx.us:http://www.sbec.state.tx.us/SBECOnline/certinfo/certren.asp?width=1280&height=800). Two of my strengths are in the Competency 9 Area and they are applying strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns and developing and implementing procedures for emergency planning and for responding to crises. The other two strengths are in Competency 10 Area which are implementing appropriate leadership skills, techniques, and group process skills to define roles, assign functions, delegate effectively, and determining accountability for goal attainment and using strategies for working with others, including the board of trustees, to promote collaborative decision making and problem solving, facilitating team building, and developing consensus. All of these strengths along with my desire to learn and lead will continue to benefit my districts and me as a leader in my future roles.