Revisit of Assignment 1-Mastery of Competencies

As I look back over the competencies I marked I-improve my knowledge and skill, I see that my major area of need was communication. I have worked very hard to increase my communication skills. I have learned that diplomacy is the key. I have asked myself, "How would I like to be spoken to or how would I best accept this information" before I speak. If I can't resolve that in my head, then I save the conversation for another day. I have been interviewed several times by media outlets, pertaining to PK enrollment, and wrote the "script" for a major video project for our demonstration school. In the back of my mind, I would look at the interview or the project with the thought of how this would look to Joe Citizen.
Another area of need was in policy setting. While I've had a hand in some minor policy decisions, I've had no experience with major board policy. That is something that only a person at "the big desk" could really experience.

I also would like to say that I've enjoyed the format of the internship. It has been invaluable to be able to see what others are doing and how things work in their districts. It's not quite the same as walking a mile in their shoes, but more like looking over their shoulders as they walk the walk.

D3C2A6

I have worked with the transportation department to develop bus routes for the summer school students. I do this by providing the department with the most current information of each student and making adjustments along the way.

D2C2A9

I have been part of interview committees and also worked with principals in reassigning teachers benefit the program. I also do all the hiring for the TAKS Recapture Summer School and Curriculum Writing for the past 8 years, where teacher strengths should be used to the advantage of the program.

D1C3A6 & D1C3A9

I have been interviewed both by the district public relations person for the district educational channel and one of the local news programs to promote enrollment in the district's PK program. We opened 15 classes last year and expect to open 6-10 this year. An Open House will be held Tuesday, May 4th.

D1C2A3

I am working with outside grant writers and distirict personnel to write the i3 grade that will extend the Reading First principles of RtI into the middle schools using Intervention Specialists to deliver prescriptive instruction to Tier 3 students. I am the program design contact while the district grant writer is the contact for everything else. She is also working on 2 other i3 grants. it will be very interesting to see if all or any on the proposals will be funded.

Job Entry Plan

School Board Objectives
 To lay the ground rules and procedures by which the district is governed,
 To get input from Board members of their expectations of the district under the Superintendent’s governance,
 To get input from Board members of issues that face the district,
 To prioritize those issues,
 Develop plan of action to address issues,
 Establish preferred form of communication with the Board members, either as a group or individually

Activities:
1. Interview Board members both individually and as a group to meet objectives.
2. Conduct meetings with Board members, as needed as implementation of plan proceeds.
3. Re-evaluate and adjust plan as needed.
4. Communicate with Board members about Superintendent’s performance.

Central Office Objectives
 To gain insight as to the procedures of governance at Central Office,
 Review the District hierarchy chart,
 Determine issues and concerns of the Program Directors for the District,
 Establish priorities in relation to the issues and concerns,

Activities:
1. Meet with District Leadership Team,
2. Establish priorities
A. Budgetary
B. Instructional
C. Facilities
D. Personnel
3. Meet with department personnel to determine job responsibilities,
4. Tour district to get the lay of the land, visit campuses.
5. Consider re-organization of Central Office, but only after careful consideration.

Campus Objectives
 Meet with Campus Principals as a group to get general feeling,
 Meet with Principals individually to determine “personality” and to establish campus needs,
 Review campus data with principals to determine priorities ie. Personnel, facilities, budgetary,

Activities
1. Meet with Principals as a group, review district testing data, facilities reports, budgets, and personnel in general terms.
2. Make a schedule for regular meetings thereafter to ensure communication of District goals and objectives.
3. Meet with Principals individually, preferably on campus sites, to get a personal tour, to discuss campus needs and to review individual campus data.
4. Establish communication policy with Principals to ensure that “surprises” don’t crop up.
5. Review site issues with Central Office staff that are directly involved with the issues

Community Objectives
 To create a bond,
 To establish a communication framework with community members
 To establish a “welcoming” feeling.

Activities:
1. Determine and meet with the person and/or department responsible for communication with the public,
2. Host series of meetings in “social-type” situations (Breakfast with the Superintendent) as an introduction to the community,
3. Establish communication protocol community members.




Preparing for Year 2
• Re-evaluate Year 1 plan and adjust for Year 2

Staff Development Plan

21.451 Staff Development Requirements
a. The staff development provided by a school district must be;
1. Conducted in accordance with standards developed by the district; and
2. Designed to improve education in the district.
b. The staff development must be predominantly campus-based, related to achieving campus performance objectives established under Section 11.253, and developed and approved by the campus-level committee established under Section 11.251.
c. A school district may use district-wide staff development developed and approved through the district-level decision process under Section 11.251.
d. The staff development may:
1. include training in:
A. Technology;
B. Conflict Resolution; and
C. Discipline strategies, including classroom management, district discipline policies,
and the student code of conduct adopted under Section 37.001 and Chapter 37;
2. Include training that;
A. Relates to instruction of students with disabilities; and
B. Is designed for educators who work primarily outside the area of special education;
and
3. Include instruction as to what is permissible under law, including opinions of the United
States Supreme Court, regarding prayer in public school.


Throughout the Year (after school, Saturdays)
1. Content specific training to address TAKS weaknesses led by Curriculum staff and/or Master teachers in their fields.

August

New Teacher Training—2-3 day training:
1. PDAS
2. Payroll, fringe benefits
3. Overview of district procedures
4. Curriculum overview

District level training
1. 1-2 day training on new textbook adoption and/or other curriculum/instructional updates

Campus level training
1. Discipline procedures
2. Special Education/Response to Intervention updates
3. Campus procedures
4. Additional campus updates
5. Analysis of testing data to determine changes in campus instructional plans

October
1. District wide technology training
Multiple sessions available for teachers to choose technology that is relevant to their field.

April
1. Campus based planning for the next year based on need, campus plan produced that will correlate to District plan.

Summer
1. Content specific training to address district needs led by Curriculum Department and/or Master Teachers.
2. Content specific adjustments to curriculum/ scope and sequence led by Curriculum Department.

D3C1A10

We were having problems with Waterford computers dying. The only way to use the softwars was to purchase new computers from Pearson Digital which was very expensive. The software going to waste. I worked with Waterford techs and the District techs to purchase through Stimulus funds and install a server version of Wateford. The program can now be accessed from any computer as long as we don't exceed the number of licenses we possess. I am hoping to purchase additional licenses so that ANY computer on campus is Waterford saving us the headache of positioning computers in the right place.

D2C3A6

I've worked with RTAs (Reading First, Capacity Schools, and Demonstration Sites) as well as PK Mentors to deliver professional development and parent meetings to meet the requirements of the district as well as the grants.

D2C3A5

Twice a year we evaluate our curriculum programs by looking at the usage at the campuses related to performance on both District Benchmarks and program evaluation programs. This data is presented to the School Board in January at their Saturday workshop and in May at the Board meeting.

D2C3A4

I will be sending Campus and District adminstrators to both the National Reading Conference and the PK Splash this summer. We also received an additional $373,200 to send 311 teachers and administrators to Summer Reading Conferences in Houston, Galveston, and Dallas. All of these will be made possible through grants and amendments to current grants.

D2C3A1

I will be attending several conferences as well as presenting at several others. The National Reading Conference in Anaheim and PK Splash in Dallas are two I will be attending this summer. I will also be presenting RtI and the Paradigm Shift of Differentiated Instruction at Reading Conferencees in Galveston and Dallas.

D2C2A1

One thing I like to do for teachers is listen. Everytime we have had a new initiative, especially those that were a "paradigm shift", teachers are off kilter. A lot of times, they just want someone to listen to their issues and who don't demean them for having these concerns. Sometimes I work with them, side-by-side, on implemention. Other times we make adjustments to the plan because there may have been things that had not been considered at the planning stage. Any time teachers feel appreciated and their voice is heard, their willingness to try and their enthusiasm is enhanced.

D2C1A9

During Curriculum Writing, our ELA writers and Fine Arts writers worked together to include Theater Arts TEKS in with ELA. They are so closely related that the correlations are seamless.

D1C4A6

I have worked with principals on legal issues, mainly PEIMS requirements. These instances related mostly with the ages in which kids can be enrolled in PK or "skipping" a grade through advance placement exams. We also discovered a PEIMS law that allowed us to count PK students as full day because we received the PreKindergarten Early Start Grant. This gives us an additonal $ per day, a total of $ per year.

D1C2A1

I am working with the 3rd grade team on a campus whose test scores showed the students were not performing to standard. To demonstrate their support, the campus administration approved the placing of subs in their rooms to give us 3 hours to plan as a team. Several ideas were discussed and the teachers decided on a plan of continuing the regular reading program for the first hour and following with another hour with Acceleration/Remediation. The additional hour is designed to give the teachers the opportunity to work with small groups using SBR strategies on the major skills. I conducted a training on these strategies. The class was divided into thirds. One third was with the teacher who delivered explicit skill instruction, the second third work with an aide on fluency and comprehension, and the final third go to the computer lab to work on Ticket to Read, which is software that hits all the major skills in a SIMS format. At our latest meeting, the teachers have gone from saying, "Our kids can't do that" to "What can I do to help my kids get that?" I am very impressed with the changes I've seen in the teachers and with the Campus Administration. The Curriculum Coordinator has gained confidence in her abilities and has gained the teachers' trust.

D1C1A2

As we collected the ballots for the Reading adoption, I informed each campus how to conduct campus demonstrations by publishers, staff meetings with the campus textbook representative, voting processes, and ballot submissions. Each schools packet was sealed and they were not opened until the committee was together to count. Each group counted the votes for campuses other than their own and reported the tallies to me. I recorded the vote on a spreadsheet, the winner determined by a plurality, which I turned over to the District Textbook person. It goes before the board for approval before the decision is announced.

D1C1A1

I have been working with several new PK teachers that either have severe classroom management issues or are unhappy in their assignment and are only "getting through the days". I formed a team of administrators with PK expertise, with the Asst. Superintendent's approval, to make plans for each of these teachers. More information to follow as we work through the process.

Interview with James Green, Port Neches-Groves ISD Board Member

Mr. Green worked in the Business Department of PNGISD for 17 years. He served from 1974-85 and one term starting in 2002.

Important skill—The most important skill a board member could have is communication. That means they know how to talk as well as listen. They have to be able to use good judgment and to run the district like a business. They may not be able to make everybody happy, but their most important job is to have a healthy system.

Most difficult experience—The most difficult experiences have been dealing with grievances. People with a grievance have very strong feelings and sometimes the board has to use tough love. I asked if there were any decisions that he wished he could change. He said that every decision he made was well thought out and he wouldn’t change any of them.

Greatest Accomplishment—Changing the Head Football Coach/Athletic Director. Although it was very difficult to do at the time, it was the best thing to do for the district. The football team went 11-1 last year. Coach Faircloth has proved to be a great asset to the district and he supports all programs.

Vision for the future—Mr. Green is very concerned about finances for the district in the future. Since PNGISD is Chapter 41, there may be times that the fund balance has been dipped into for regular operating matters, and this will not be able to continue for long. The fund balance is usually only used for unforeseen expenses like school buses, not regular expenses like salaries. He is also very concerned about the plans to consolidate the elementary schools, one in Port Neches and one in Groves. He supports the plan 100%, but he thinks it will be difficult to get a second bond passed to carry it out unless there is an economic upturn. He wholly supports the last bond and the technology that is going in the schools.

Interview with Billy Curl, Asst. Superintendent Port Neches Groves ISD

Mr. Curl spoke about grievance processes and issues.

One thing to remember is that being legally right doesn’t mean you will prevail in grievances. As elected officials, Board members are charged with making decisions based upon the evidence presented. The analogy of the fire tower ranger comes to mind. The Board members don't put out the fires that they spot, but they alert the District that there is smoke. Some laws and policies use the word "shall" and others use the word "may". It's possible to argue that the law or policy does not require that a specific relief be granted, but the Board may choose to grant relief that although is not required is permitted. He also said that everyone that deals with grievances should read The Godfather. Administrators need to understand two quotes the book, "It's not personal... It's strictly business". If you don't prevail in a grievance, don't take it personally. Review your documentation, review your procedures. Evaluate if there is anything you could-or should- have done differently. In the end, remember that the Board makes its decision on the evidence presented-and it's not personal-it's strictly business. The second quote, "This is the business we've chosen." Remember, you applied for this job. Some of the issues we deal with are unpleasant, but we took the job knowing there would be unpleasant aspects we would have to deal with. Another book to read is The Prince by Machiavelli. The Prince approach to leadership is very much a top-down model of leadership. It crushes opposition. Administrators are sometimes accused of being "Machiavellian". By reading The Prince the administrator can determine the validity of the criticism. Mr. Curl doesn't want to leave the impression that he is recommending the leadership style of Machiavelli, rather-understand the criticism and avoid that type of leadership.

Boards can do one of three things when ruling on a grievance:
1. Uphold administration,
2. Grant relief sought by the grievant,
3. Do something else (grant partial relief, compromise, take no action)

Policy requires the grievant must submit all documentation by the Level 1 conference unless they were unaware of the information. Level 1 complaints are not usually recorded. Make sure you document the day you receive the grievance and make a working copy for yourself. The original will be part of the record. Strictly adhere to the timeline. If there is an exception to the timelines in the policy, it must be mutually agreed to. Be sure to document the agreement.

At Level 2, Mr. Curl discovered quickly to set a time limit to hear complaints, 30 minutes is ideal. Level 2 is recorded on occasion, depending on the issues involved. He generally uses a template to record the details when listening to the complaint. A grievance decision is not dependent on "Is this what I would have done?", but more often "Is this permissible under the Board Policy and the Law?"

By policy, decisions at both Levels 1 and 2 must be written. When writing the decision, one must be aware that the audience for the decision is potentially much broader than the greivant alone. Because the decisions are maintained as a part of the record and subject to appeal, the decisions may also be read by the Board of Trustees, the Commissioner of Education, a District Court Judge, and at times, on the front page of the newspaper.

When the Level 2 decisions are appealed to the Board of Trustees for a Level 3 grievance, the grievant gets copies of the Level 1 and 2 decisions. The Level 2 decision contains a summary of the complaint, the investigation, the findings of fact, the policy, the response to the relief requested, and the procedures for further action.

Level 3 grievances are not a pleasant part of a Board member's duties because people are not happy and if it is an employee, it frequently involves pay or work conditions. Some years there are more parent/student complaints and some years there are more employee complaints. If a grievant is not satisfied with the Level 2 written response, that decision may be appealed to the Board of Trustees. Before hearing a Level 3 grievance, each board member must determine if he/she can hear the appeal or if a conflict of interest exists. If there is a conflict of interest, the Board Member recuses himself/herself. The Level 3 procedure begins with the Board reviewing the written documentation of the grievance in closed session. Neither the administration nor the grievant is present at this review. The Board can determine that the grievance does not merit a hearing. [Note the in the Legal policies of FNG and DGBA and GF, the Board is not required to negotiate or respond to a grievance.] Legally, the board is required to "stop, look, and listen". The Board can also determine to formally hear the grievance. The decision is made in open session of the Board meeting. If the Board chooses to hear the grievance, they will inform the grievant and administration of the meeting time when the grievance will be heard at Level 3. If the grievance is heard at Level 3, the Board may only consider the evidence in the written record considered in closed session. Typically at a Level 3 conference each side (grievant and administration) are allowed 15 minutes (including rebuttal) to present their respective sides of the issue. Board members may then ask additional questoins. The Board deliberates and then makes its decision in open session. If the grievant is dissatisfied with the decision of the Board, alternatives may include an appeal before the Comissioner of Education or litigation.

The district looks at changing policy when the state legislature changes law or when the District desires to change a local policy. PNGISD subscribes to TASB. They have access to their own representative who advises them on the language and points out potential problem areas. They also get stakeholders input when changing policy especially as it relates to the employees, ie dress code. There is a first read, then a second read in about a month on the regular agenda.

Interview with Dr. Lani Randall, Port Neches-Groves Superintendent

The most important skill a Superintendent can possess is the ability to take a broad view of issues. You have to be aware that everyone has a personal view of the issues and that there are always things going on behind the scene. You have to approach these individuals in different ways. You have to listen to them, but always keep both local and legal policy at the forefront. This ability is not automatic but something that is developed as you gain experience on the job.

The most difficult experience as a Superintendent was Hurricane Rita. Everyone was operating on a huge learning curve. From communication with employees and the community, to deciding when to bring people back, to compacting the curriculum, and to the $4 million in damages, it was an extremely stressful time. The silver lining was that the lessons learned with the Rita experience made the Hurricane Ike experience much easier.

Dr. Randall’s greatest, short term accomplishment was the passing of the $123 million bond, which was actually postponed for a year due to Hurricane Rita. The district will have two new middle schools that will be completed in the middle of May. Additions to the high school will allow for each grade level to be separated into pods and the athletic complex will be updated with baseball and softball fields, a batting cage, and tennis courts. Her greatest, long term accomplishment has been serving as a successful change agent, bringing change that has been for the greater good for the entire district.

Her vision for the future is to bring better technology and a more cost effective structure to the district. As part of the bond, every middle school student will have laptops, and every elementary classroom will be digital with document cameras, speaker systems and projectors. Future bond plans for the district may include the reconfiguration of the existing elementary campuses in order to reduce the number of campuses in order to save on personnel costs as well as other operating costs

Extra credit question
5 issues faced in your tenure as Superintendent—
School finance
4 x 4 changes, Career and Technology changes
Disaster situations-you can prepare for natural, but there is always a threat at the chemical plants of terrorist acts, explosions, and accidental emissions
Keeping kids in schools and preparing them for the work force
Personnel support-wages, benefits and meeting everyone’s needs

D3C3A2

Using item analysis, the district data disaggregation tool, we are able to inform instruction and staff development. We have brought in various presenters to meet our needs. On Feb. 15th, we will have a Technology Day training. I worked with the PK mentors to develop a plan for training to meet their needs, which are unique not only because of the age of the students, but because we gained about 300 new PK students this year. This means we have hired about 15 new teachers, some new to the grade level and some new to teaching. I am also going to be training Counselors on the use of the RtI software so that everyone can be on the same page in the documentation process.

D3C3A1

I have managed personnel through several initiatives to meet the each grant's specific goals. 100+ people, full-time, part-time, or extra duty, through several different initatives, each working to meet the needs of each grant.

D3C1A1

Through the many grants I manage, curriculum activities, and summer school, I generally manage around $5 million per year. Each of those grants involve personnel costs, training, travel, technology, and materials. Through the years, I have developed a system that makes it easy to keep on top of all these activities. I keep spreadsheets of each fund, with the proper budget codes. This helps me double check on the orders and the delivery of the materials. I have worked closely with the Budget Supervisor to make sure that the money is spent appropriately and within the parameters of the grant or department requirements.

D2C3A2

Through several grants, PreKindergarten Early Start, Reading First Grant, and The Writing Academy, I have looked at assessment data, scientifically researched materials and instructional strategies, I have developed comprehensive plans for training and material acquisition for the improvement of instruction.

D2C2A8

A lot of 4th grade teachers are still having difficulty teaching students how to write at a 4 level on the TAKS composition. The Writing Academy developed a workshop for us that will show teachers how to score papers. My theory is that if a teacher can read a jpaper and identify those aspects that make a paper a 4, they will be more adept at teaching students how to achieve that level of writing.

D2C2A7

I worked with the Special Education Dept. to assess Life Skills students' Reading levels. Once we determined where the students are, we were able to design a Reading Program that met their needs. The program is designed to teach them reading where they are and to provide Intervention that is appropriate for them.

D2C2A5

I have planned and managed several programs, including Reading First, PreKindergarten and TAKS Recapture Summer School. Each of these programs had some programmatic guidelines, but I developed our BISD programs to fit our needs. For example, for the Summer School program, I was able to purchase curriculum materials that were appropriate for our needs at that time. This year, due to the fact that we are able to hire the best teachers in the district, our needs have changed. This year, we are looking at programs that will take our students further in the time we have them.

D2C1A8

Last summer we had to rewrite our curriculum to accommodate the new ELA TEKS which went into effect in the 2009-2010 school year. This summer we will have to accommodate the new Basal Adoption, and the next year, we will have to look to the new STAAR test, which promises to be more rigorous.

D2C1A5

I prepare a spreadsheet of the benchmark averages by grade level and by classroom. We are able to focus in on teachers in need and help to bridge gaps in instruction for those students. I share this information with all other supervisors. It gives us a "snapshot" of need throughout the district. I've asked the programmers to create a way to look also at the average of all the students by grade level. It will help us examine the individual questions and gauge the validity of the test.

D2C1A4

The Reading Basal is up for adoption this year. I have put together a team to examine the five offerings on the state list. They have been given a rubric by which they will measure the series. I had the publishers come and present their programs to the district teachers, and they were allowed to visit campuses with the campus administrators' permission. They will meet one more time with the Adoption Committee to have one last word and to show the free with order materials. The committee will then meet again to share our findings and then to develop "talking points" to take back to their teachers. In March, we will take a vote. Each classroom teacher will have a vote, one man, one vote. The series that receives majority of votes will be the one selected. Our timeline is to have the voting completed before we go out for Spring Break.

D2C1A2

I conduct regular meetings with teachers after benchmark testing to determine the validity and reliability of the benchmark assessments created. More often than not, most of the test was deemed appropriate, but there are always some instances of inappropriateness of the questions or the way the question is asked. Frequently, when talking to teachers, they tell me that while the questions were difficult, they did not feel they were out of the students' abilities. Sometimes, they state that they felt that they could have done a better job of preparing the students.

D1C3A3

When writing several grants, I have had to seek out district and community leaders in order to create a comprehensive plan that not only fit our needs but met the requirements of the grant. Even after the grants were approved, there have been times when we have had to change the plan due to the changing needs of the district.

D1C3A1

As mentioned in an earlier posting, we have a school that is a Demonstration Site and we are creating a video that shows how the campus is successful. I have written a "screenplay" with the help of the Leadership Team and the Reading Technical Assistants from the University of Texas. The video will be produced completely with district resources. It will be assessable from the district site and will be posted either on the TEA or UT website.

D1C1A3

I have conducted several trainings for teachers who still need to pass the PPR portion of the TExES test, the latest one scheduled for Feb. 2nd and 4th. I have also presented the classroom management portion of the Substiture training. No person can substitute in BISD unless they have completed the Sub Training and passed a background check.

D1C2A7

Every year we hold a Celebration for the Reading First teachers that reached specific goals. Teachers classrooms with100% of the students on track receive a Platinum plaque, 90-99% a Gold plaque, and 80-89% a Silver plaque. Schools receive Banners of the same guidelines. These are presented at a reception with their friends and families present. We will have a similar reception for teachers that successfully complete their Professional Development activities through the PKES grant.

D1C1A5

One of our campuses was selected to be a one of sixteen Demonstration Sites for Reading First across the state. One of the requirements is that the campus creates a product that reflects the processes and measures we had to take to make the campus successful. We determined that we would make a video of the most successful classrooms. This video will be accessible through the campus and/or the district's websites. Since this could be accessed through the World Wide Web, i stressed that we would need a more descriptive and encompassing release form from parents, giving us permission to film their children and to post that film on our websites. I explained to the Leadership Team working on the project that this would cover us more completely. I also encouraged the team to compose a letter to parents that would explicitly explain the project and the reason for the project.

D2C3A8

I have trained most of the new teachers in the district in the Professional Development and Appraisal System.

D2C3A7

For the last 3 years, I have managed the Beginning Teacher and Induction and Mentoring program. Teachers with less than 5 years experience, or those with less than 3 years in the district can receive a mentor. Mentors are selected based on experience and and ability. Principals nominate Master teachers and they are matched with new teachers. The new teacher watches the mentor teacher in her own classroom, the mentor watches the new teacher in her own classroom and then they debrief. They work together turning the new teacher's weaknesses into strengths. They spend about 30 hours in the year and the mentors get $1000 per new teacher.

D3C1A3

I've worked with the budget specialist and my administrative assistant multiple budgets, including 5 or 6 grants. I've learned so much about codes, moving funds between line items and how to read the OMB Budget Circular. I've also written grants and filed amendments to grants to adjust the program as we progressed through the intitiative.

D3C1A4

I developed a more accurate system for keeping track of budgets using an Excel spreadsheet. It may sound simple but I didn't think about it before. I put the formula in so that it keeps a running account of the expenditures and the amount remaining.

D3C1A5

I've been able to leverage funds in various funds to provide uniform materials throughout the district. We received the Intensive Reading Intervention grant. Although the state considered 16 of our 19 campuses in need of Intervention for grades 4 and 5, they only funded 9. I used money from ARI/AMI and other sources to provide the materials for all schools. Also, we were able to purchase PDAs for 11 of the 19 schools through the Reading First grant, but I was had to purchase them for the other 8 schools from various funding sources.

Board Member Interview

Board Member Interview
Woodrow Reese, BISD Board President

We interviewed Woodrow Reese, the BISD Board President. He has been a member of the board for 11 years, and the president for a year and a half.

Important skill—The most important skill a board member could have is communication. He/She must be able to communicate with the community as well as the Superintendent. The board must work with the Superintendent, not against him for the good of the students in the district. He/She must be able to communicate to the community that they are policy makers and the Superintendent runs the district.

Most difficult experience—The failure of the $150 million bond in 1992. Their mistake was not to involve the community to get their support. Because of it, the condition of the facilities deteriorated. Also, the current bond is not progressing as wanted. The community complains that the sports complex is going up faster than any of the schools, but they don’t understand that the complex is being built on an empty lot, but the schools must be relocated, demolished, the ground built back up and the schools built, which takes a lot longer. The district is saving about $50 million in inflation costs because the complex is going up faster than expected. Another problem is that some parents want things that are unreasonable. The parents at Sallie Curtis want the district to fund building a temporary site at the YMCA for them at a cost of $3 million, instead of waiting for Regina to be built and then moving into their temporary site. They think that this would get their new school built sooner, but it would only save them about 4-6 months.

Greatest Accomplishment—The district was Recognized in 2001 and again in 2009. That is a lot to say for a district with BISD’s demographics. With 70% economically disadvantaged population, this is quite a feat. No other district in the area has the same demographics, and BISD outperforms districts with similar ones. Also, the passing of the $388 million bond in 2008. They formed a bond committee, 50 or so people, to get the pulse of the community. They went out and asked the people what they wanted, then brought it back and put together a plan that everyone could back. Nobody got everything they wanted, but everybody got something they could live with. After the plan was formulated, the committee went out and sold it to the voters

Vision for the future—The board is striving for all children to be successful in a global society. While we have them, we want to educate them in a safe environment. We want to prepare them for the technology they will use in the future so that they can be anything they want to be.

Superintendent Interview

Superintendent Interview

We interviewed Dr. Thomas, the BISD Superintendent.
Important skill—A good leader is a good teacher. The superintendent is the instructional leader who can assist staff to help teach students in their different learning styles. The Bottom Line is that the district is measured by how successful the students are and how well they learned. Issues, like South Park and Curtis, go by the wayside once the district reached Recognized status.

Most difficult experience—the West Brook bus accident. The girls were good students, athletes, bright and happy. They got on the bus to attend a school sporting event and 2 died and others were injured, some severely. The one bright spot was that a seat belt law was passed in Texas that saved or will save countless lives in the long run.

Greatest Accomplishment—Coming into a contentious district and getting folks to work together for the good of the students. The Board was always divided, the student assignment plans were chaotic, the community was racially divided and TEA had stepped in to run the district. Although 50 people spoke out against his hiring at the Board meeting, he was able to reduce racial tensions, bring more money in the district through Title and Comp. Ed. funding, and create a more unified district in relation to curriculum and instruction. He feels his greatest accomplishment was student assignments across the district.

Vision for the future—to be a leader in education as a data driven district and as the largest predominantly African American in the state. Through organizations like NABSE, raise awareness of the unique challenges that face the AA student, since that population on average scores lower on state tests. Use data to adjust instruction and target professional development to bring about change and increased success for all students.

Extra credit question
5 issues faced in your tenure as Superintendent—
1. Racial tensions-minimizing division.
2. Learning styles and keeping up with demographic changes.
3. Financing-taking advantage of grant opportunities.
4. Performance pay-teachers feel they are part of a team for the betterment of all.
5. Evaluations systems-reassurance to teachers that the focus is not to fire teachers, but give them a chance to grow. Teachers would eliminate themselves if they don’t grow.
6. Focus on the research and the data.

D2C2A6

The district uses an internally developed tool (Item Analysis) to analyze any assessment (district, classroom) as they relate to the TEKS. Every stakeholder (teacher, principal, curriculum specialist, district administrator) is able to access this data to determine areas of strength and weakness.

Supervisors are also able to determine validity of test questions and adjust tests in the future.

D2C2A2

I developed a presentation on classroom management based on Harry K. Wong's and Lee Canter's research. The program is founded on the teacher's assertiveness in the classroom. Teachers are encouraged to develop rules, rewards, consequenses and procedures to use in the classroom on a daily basis. Teachers implement the program FAIRLY because she cares too much about the education of all students to allow anyone to disrupt it.

I've worked with several campuses and several teachers individually to this end.

D2C1A7

Through ARRA funds, we have purchased the Network version of Waterford for every elementary school. This will enable us to more efficiently use the licenses previously purchased, without reliance on out dated or inoperable hardware.

D2C1A6

The Curriculum Department meets weekly to evaluate the curriculum, to discuss staff development needed to implement the curriculum, and to plan campus visits based on data.

D2C1A3

Every year a team of curriculum writers works to update and adjust the Scope and Sequence based on data. The team and I also develop the 6 weeks Benchmark tests and the report cards.

A committee of writing teachers was formed to align writing instruction both horizontally and vertically.

D2C1A1

Every year a team of curriculum writers works to update and adjust the Scope and Sequence based on data. The team and I also develop the 6 weeks Benchmark tests and the report cards.

D1C3A8

The "Super" Super Group worked together to create a consensus in the format for our Plan of Action and our Log. We met at the Log On Cafe on the first no class night. We plan to meet again next week.

D1C3A4

A community and family component was required in the PKES grant. We will offer topics such as Reading to your Kids, Immunizations, Second Language Development, and Nutrition. Programs will be presented monthly. Day Care will be provided and door prizes will be given away.

D1C2A9

The use of SBR programs and strategies promote Best Practices in all areas. Teachers have adopted differentiated instructional practices after the implementation of the Reading First Initative.

The RFI foundation is based on the Response to Intervention model, which will enable us to springboard the previous years' efforts in the 11 RF schools to the district as a whole.

I have presented RtI to 90% of the schools and addressed counselors in the implementation of the RtI model. I have also helped develop the RtI software I will present in class on Nov. 4th.

D1C2A8

Through the two PK initiatives, I strive to increase awareness both in the community and with district personnel of the importance of early literacy and mathematic instruction.

D1C2A6

I purchased, through ARRA funds, The Writing Academy curriculum for all elementary classrooms. A committee of writing teachers was formed to align writing instruction both horizontally and vertically. We will meet monthly both as an ongoing curriculum updating and as staff development.

D1C2A5

We use 6 week tests to gauge progress towards district curriculum goals. Any schools and/or teachers that fall below expectation are visited by the campus monitoring team and individually by Curriculum Supervisors with expertise in the content area. The team does walk through visits in the classrooms and debriefsthe campus leadership team on findings. Generally, a plan of action is developed, with supervisors supporting areas of need.

Book Report

I choose to read three articles and report on them for this assignment. The last one was the biggest eye-opener. You always think your district is hard, then you read a story like this one.

Rise of the “Rock Star” Superintendent
Patrick Jonsson
Christian Science Monitor
March 31, 2008

Reasons for scarcity of qualified superintendent candidates:
· A decrease in school districts across the nation (35,000 in 1965 to 13,000 today)
· A decrease in certified candidates (70% decrease in black candidates over the past 20 years
· Increased accountability standards required by No Child Left Behind.
· Lack of qualified in-district personnel willing to do an unpopular job that can take a heavy personal and professional toll.

Advantages:
· Decrease in competition (average 250 candidates per job in 1990, less than 30 today)
· Increase in salary and sign on packages ($110,000 10 years ago, $200,000 today)
· New programs specializing in turning business executives and retired military officers into school leaders (The Broad Academy in Los Angeles)
· Many districts are willing to hire “corrective superintendents”, short term “saviors” who make significant academic improvement and reducing discipline problems, effectively laying the groundwork for long-term candidates to follow behind.
· Outsiders can have a clearer view of what’s working and what isn’t.

Concerns:
· Over-politicized school boards that fail to keep the education of students as a priority.
· “To come in an ask for that kind of money knowing they won’t last more than a year and a half, it’s nothing but a big scam-almost racketeering”—John Trotter, head of the Metro Association of Classroom Educators, a for-profit Georgia teachers union.
· “Instead of giving perks to big-shots from the national stage to come here, they should be thinking about giving more perks to our students”, Willis Swint, concerned parent.

A New Framework for Conducting a Search for a School Superintendent
Herb Rubenstein, President and Founder, Growth Strategies, Inc. and David Smith, Executive Vice President, DHR International, Inc.
2004

Current Five Stage System
T-2
Board begins to discuss what type of superintendent the want and review internal candidates.
T-1
Board identifies desired competencies, prepares list of internal candidates, and determines recruiting strategy.
T-0
Board announces formal search, announces recruitment strategy, and collects resumés.
T+1
Board recruits candidates, reviews resumes, holds interviews, evaluates candidates, conducts background checks, and reaches an agreement on candidate.
T+2
Offer is made and agreement is reached.

The New Nine Stage “Super Search” Process
T-4
Board is always prepared for the possibility of replacing superintendent, continuously identifying internal candidates, and alert for possible outside candidates.
T-3
Board continually conducts assessments of the management and development of in-district personnel, use tools to show current shortcomings and strengths of the schools, community groups participate actively as stakeholders in this assessment, and assessment reports are widely distributed to show what changes are needed.
T-2
Board uses assessment reports to evaluate current superintendent and to concentrate on competencies needed in the future.
T-1
Board announces opening when needed, consults all stakeholders, sets salary and package, appoints search committee, and chooses recruitment strategy.
T-0
Committee collects resumes and begins candidate evaluation process with input from stakeholders.
T+1
Short-listed candidates are given assessment reports, prepare presentations addressing reports, preliminary agreement reached, and board evaluates all interviews, background checks, and presentations.
T+2
Finalists selected, interact with stakeholders and board considers input from stakeholders, selects finalist and offers contract.
T+3
Board reviews new superintendent at 60 day intervals.
T+4
Board redoes assessment study to monitor progress.


Broken Arrow (Oklahoma) Superintendent Suspended
Sara Plummer
Tulsa World
October 6, 2008

Jim Sisney was suspended and prohibited from coming on school grounds without approval of the board. He was not granted due process. He was not told the reason for his dismissal but believes it is related to an investigation he started into Air Assurance, a heating and air conditioning company that has been one of the district’s vendors.

The board also voted to stop public comment at board meetings. About 30 protestors showed up at the meeting to show their support.

Both the suspension and public comment proposal were approved by 3-2 votes.

Mr. Sisney filed a defamation lawsuit the previous month against the owners of Air Assurance, a local optometrist, and 3 unnamed co-conspirators. After his suspension, Sisney openly named 3 board members as the co-conspirators.

Below is a summary of the lawsuit. The events are in chronological order:
1. Air Assurance performed $77,000 of work and submitted an invoice after which a work order was issued. District policy is work order, money encumbered, approval, work, invoice.
2. Asst. Super of Operations and Director of Maintenance were charged with “oversight” of Air Assurance, but admitted there was no oversight.
3. Dr. Sisney proposed infrastructure changes to the board.
4. Dr. Sisney was informed of a business relationship between a board member and Air Assurance, creating benefits package for the company.
5. Air Assurance dropped service to district.
6. It came to light that the owners of Air Assurance had made campaign contributions to another board member.
7. Dr. Sisney claims increased pressure from the board, and being told that the owners were “politically important”.
8. Dr. Sisney learns that Air Assurance were still in possession of district master keys and security codes.
9. Dr. Sisney receives copy of invoice for services provided to a local optometrist, but billed to and paid by the district.
10. Investigation shows that Air Assurance had received $613,000 in the current fiscal year, $3,100,000 since July 2002.
11. Board members met privately with Air Assurance owners in 3 separate meetings to avoid a quorum. Board President reports the owner tells him, “I want him gone”, referring to Dr. Sisney.
12. The owners accuse Dr. Sisney of being on a “witch hunt” and demand an apology.
13. Dr. Sisney eliminates Asst. Super of Operations and Director of Maintenance positions citing poor management and budget reductions.
14. Dr. Sisney reports continued pressure from board members to rebuild relationship and issue apology.
15. Dr. Sisney presents talking points and conflict of interest statements to Board.
16. City Council member reports to Board that Dr. Sisney is neglecting his duties and negative campaign ensues.
17. Three executive meetings are held to discuss Dr. Sisney’s evaluation, the final session attended by Air Assurance owners and lasted 6 hours. For the first time in 6 years, Dr. Sisney is not issued a contract extension, although he receives a good evaluation.
18. School Board hires a lawyer without consulting Dr. Sisney, a violation of Board policy.
19. The local optometrist openly makes accusations that Dr. Sisney was “stealing from the schools and blaming it on Air Assurance.”
20. A Board member approached a former employee, a present superintendent of a neighboring district, about the position in Broken Arrow.

Current status:
Several defendants are dropped from the lawsuit, including wife of the company owner.
1. Pretrial conference is set for March 30, 2010.
2. Dr. Sisney takes a position as superintendent in Sperry ISD.
3. His salary goes from $140,000 to $100,000.
4. Broken Arrow ISD has 16,000 students, Sperry 1,300 students.

Internship plan

These are the 5 areas where I feel I need the most improvement. I will, however, continue to work on activities that will address every competency.

1. promote multicultural awareness, gender sensitivity, and the appreciation of diversity in the educational community
2. develop and implement an effective and comprehensive internal and external district communications plan and public relations program
3. analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs
4. work with the board of trustees to define mutual expectations, policies, and standards
5. communicate and work effectively with diverse social, cultural, ethnic, and racial groups in the district and community so that all students receive appropriate resources and instructional support to ensure educational success.

Domain I Comp 3 Attribute 12

In the past year, I have written, negotiated, and implemented 6 TEA grants, totaling $18 million +. Negotiating with TEA is not easy. Although every grant has a Request for Application (RFA) where all the requirements are expressly listed, I have found that the folks in charge of the individual grants at TEA usually have an agenda that is not expressed in the grant language. Each time you speak to a TEAer, the perspective may change. On one grant, I was prepared for a huge fight over Waterford, a feature of the PK grant. I had heard they were not allowing it in other districts. They questioned me about its use and then approved it without so much as a by your leave. On another grant, I had a moderate amount in the budget for staff development, which was a requirement. They negotiated for a month until it was whittled down to nothing. Their comment was, "Your teachers should know how to teach". That makes no sense whatsoever. I also have to say, that grant is not leaving the starting gate strong, and I think the lack of appropriate training is the reason.

Domain I Comp 2 Attribute 11

On Oct. 14th, we held an Administrators' Overview. The overview was for administrators participating in PKES and TSR! initatives, both of which I wrote last year with a team of PK experts from within the district. The purpose of the overview was to inform principals of the expectations for those children and to inform them of the aspects, perks, and requirements of each grant. As usual, not all of them showed up and they will need individual attention and interventions (not unlike RtI)

Domain I Comp 2 Attribute 2

Last year I wrote, with a team of PK "experts", the PreKindergarten Early Start Grant. We were awarded $5 million over the next 5 years. We have included all PK classrooms in BISD and some Day Care facilities, a requirement of the grant. This year, we created a Plan of Action for the education of PK students. This plan includes a Mission Statement, "A Day in the Life of a Pker" to make known to new principals of Pkers the educational expectations for 3- and 4-year olds. Our mission is to get them early and get them engaged. This goes for the parents too, which I'll cover in another competency. I also held an overview for administrators also another competency.

AEIS

1. Problem: Significant differences between African-American sub population in Math and other populations.
Data: AA-3rd--79%, 4th--77%, 5th--79%, 6th--57%, 7th--60%, 8th--59%, 9th--43%, 10th--49% White--3rd--90%, 4th--91%, 5th--90%, 6th--88%, 7th--84%, 8th--84%, 9th--76%, 10th--82%
Possible solutions--Thoroughly examine the Math curriculum and their delivery in the average classroom, starting at Kindergarten. Ensure that there are no biases in curriculum and methods of delivery. Find Master Teachers, those that are reaching the AA sub-pop based on data and empower them to lead others through mentoring, teaming, and professional development. Work to align Best Practices throughout the district, focusing on vocabulary instruction, stragegies for solving problems, and procedures for connecting contents. Teachers should vertically team so that ALL students make seamless transitions from grade to grade and especially from elementary to middle school.

2. Problem: Significant differences between White sub-populations and all other populations in the Dropout Rate.
Data: Dropout Rate 2006-07 White--3.7%; 2006-07 AA--6.9%
Possible Solutions: Increase parent and family involvement in the total educational experience. Encourage parents to value education so that they will encourage their children to stay in school. Create a department of counselors or other professionals whose sole job is to promote family involvement. Offer parent classes that are pertinent to their lives (Homework help, resume writing, Language courses, GED, conputer literacy). Provide bus service (school buses or passes for city buses) to and from classes, with babysitting service. Offer incentives (gift cards, part time/temporary employment)for those that meet certain attendance and achievement requirements.

Numbers

Domain I: 10S, 16C, 9I
Domain II: 7S, 16C, 7I
Domain III: 6S, 10C, 9I

5 Strengths and 5 Areas to Address

My greatest areas of strength deal with ethical issues, legal issues, using data to inform instruction and professional development, developing budgets and curriculum development. My present position is Curriculum Supervisor. As such I have written many grants and have managed them from implementation to budget management to professional development. I have been able to develop a program and using sound budgetary practices and assessment data to determine changes to enhance the program over time. I have also worked collaboratively with teachers to develop the Elementary Language Arts curriculum and have worked to make it user friendly for all teachers, but especially for new teachers. I have also found through years of providing staff development for teachers that I have an affinity for legal and ethical issues related to education.

My weakest areas seem to be communication, district operations, financial auditing, adult education, and keeping up with everchanging technology. I tend to undercommunicate with my fellow workers because I either "keep it all in my head" or believe that the answer is straight forward that it should be evident to all. I am getting better at this, but still have a long way to go. I know some things about district operations (ie: transportation, grounds upkeep) but not nearly enough. Financial auditing, bond, M & O are also things that I am learning, but am still sorely lacking in. Adult education is something I've embraced this year as several of the grants I manage have adult education components and have learned to rely on others to help me develop effective programs rather than something that is good enough to get by. And last but not least, technology. I am fairly adept at technology now, but I tend to ignore upgrades and new technology.

Assignment 1

Directions: For each criteria, enter S, C, or IKey to scoring:
S = I consider this a strength, I could lead in this activity.
C= I feel competent in this area of knowledge and skill
I = This is an area on which I would like to focus and improve my knowledge and skill

Domain I—Leadership of the Educational CommunityCompetency Area:The superintendent knows how to act with integrity, fairness, and in an ethical mannerin order to promote the success of all students.
_S____serve as an advocate for all children.
_S____model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.
_S____ implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators.
_S____apply knowledge of ethical issues affecting education.
_S____apply laws, policies, and procedures in a fair and reasonable manner.
_S____ interact with district staff and students in a professional manner.

Competency Area:The superintendent knows how to shape district culture by facilitating thedevelopment, articulation, implementation, and stewardship of a vision oflearning that is shared and supported by the educational community.
_S____ establish and support a district culture that promotes learning, high expectations, and academic rigor for self, students, and staff.
_S____ facilitate the development and implementation of a shared vision that focuses on teaching and learning and ensures the success of all students.
_C____ implement strategies for involving all stakeholders in planning processes and for facilitating planning between constituencies.
_C____ use formal and informal techniques to monitor and assess district/school climate for effective, responsive decision making.
_C____ institute procedures for monitoring the accomplishment of district goals and objectives to achieve the district's vision.
_S____ facilitate the development, use, and allocation of all available resources, including human resources, to support implementation of the district's vision and goals.
_C____ recognize and celebrate contributions of staff and community toward realization of the district's vision
_C____ maintain awareness of emerging issues and trends affecting public education and communicate their significance to the local educational community.
__C___ encourage and model innovative thinking and risk taking and view problems as learning opportunities.
_I____ promote multicultural awareness, gender sensitivity, and the appreciation of diversity in the educational community.

Competency Area:The superintendent knows how to communicate and collaborate with families andcommunity members, respond to diverse community interests and needs, andmobilize community resources to ensure educational success for all students.
_C____ serve as an articulate spokesperson for the importance of public education in a free democratic society.
_I____ develop and implement an effective and comprehensive internal and external district communications plan and public relations program.
_I____ analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs.
_C-I____ establish partnerships with families, area businesses, institutions of higher education, and community groups to strengthen programs and support district goals.
_I____ implement effective strategies for systematically communicating with and gathering input from all stakeholders in the district.
_I____ communicate and work effectively with diverse social, cultural, ethnic, and racial groups in the district and community so that all students receive appropriate resources and instructional support to ensure educational success.
_C____ develop and use formal and informal techniques to gain an accurate view of the perceptions of district staff, families, and community members.
_C-I____ use effective consensus-building and conflict-management skills.
_C-I____ articulate the district's vision and priorities to the community and to the media.
_I____ influence the media by using proactive communication strategies that serve to enhance and promote the district's vision.
_I____ communicate effectively about positions on educational issues.
_C____ use effective and forceful writing, speaking, and active listening skills.

Competency 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, toachieve the district's educational vision.
_C____ analyze and respond to political, social, economic, and cultural factors affecting students and education.
_C____ provide leadership in defining superintendent-board roles and establishing mutual expectations.
_I____ communicate and work effectively with board members in varied contexts, including problem-solving and decision-making contexts.
_C-I____ work with the board of trustees to define mutual expectations, policies, and standards.
_I____ access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.
_S____ use legal guidelines to protect the rights of students and staff and to improve learning opportunities.
_C____ prepare and recommend district policies to improve student learning and district performance in compliance with state and federal requirements

DOMAIN II—INSTRUCTIONAL LEADERSHIPCompetency 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; and promote the use of variedassessments to measure student performance.
_S____ facilitate effective curricular decision making based on an understanding of pedagogy, curriculum design, cognitive development, learning processes, and child and adolescent growth and development.
_C____ implement planning procedures to develop curricula that achieve optimal student learning and that anticipate and respond to occupational and economic trends.
_S____ implement core curriculum design and delivery systems to ensure instructional quality and continuity across the district.
_S____ develop and implement collaborative processes for systematically assessing and renewing the curriculum to meet the needs of all students and ensure appropriate scope, sequence, content, and alignment.
_S____ use assessment to measure student learning and diagnose student needs to ensure educational accountability.
_S____ evaluate district curricula and provide direction for improving curricula based on sound, research-based practices.
_C-I____ integrate the use of technology, telecommunications, and information systems into the school district curriculum to enhance learning for all students.
_I____ facilitate the use of creative thinking, critical thinking, and problem solving by staff and other school district stakeholders involved in curriculum design and delivery.
_C____ facilitate the effective coordination of district and campus curricular and extracurricular programs.

Competency Area:The superintendent knows how to advocate, nurture, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.
_C____ apply knowledge of motivational theories to create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the district's vision
._I____ facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline, and school safety to ensure a school district environment conducive to learning.
_S____ facilitate the development of a learning organization that encourages educational excellence, supports instructional improvement, and incorporates best practice.
_C____ facilitate the ongoing study of current best practice and relevant research and encourage the application of this knowledge to district/school improvement initiatives.
_C____ plan and manage student services and activity programs to address developmental, scholastic, social, emotional, cultural, physical, and leadership needs.
_C____ establish a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results.
_I____ apply knowledge of special programs to ensure that students with special needs are provided with appropriate resources and effective, flexible instructional programs and services.
_C____ analyze instructional resource needs and deploy instructional resources effectively and equitably to enhance student learning.
_C____ analyze the implications of various organizational factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.
_I____ develop, implement, and evaluate change processes to improve student and adult learning and the climate for learning.
_I____ ensure responsiveness to diverse sociological, linguistic, cultural, psychological, and other factors that may affect student development and learning and create an environment in which all students can learn.

Competency Area:The superintendent knows how to implement a staff evaluation and development system to improve the performance of all staff members and select appropriate models for supervision and staff development.
_C____ enhance teaching and learning by participating in quality professional development activities and studying current professional literature and research.
_C____ develop, implement, and evaluate a comprehensive professional development plan to address identified areas of district, campus, and/or staff need.
_I____ facilitate the application of adult learning principles to all professional development activities, including the use of support and follow-up strategies to facilitate implementation.
_C____ implement strategies to enhance professional capabilities at the district and campus level.
_C____ work collaboratively with other district personnel to plan, implement, and evaluate professional growth programs.
_S____ deliver effective presentations and facilitate learning for both small and large groups.
_C____ implement effective strategies for the recruitment, selection, induction, development, evaluation, and promotion of staff.
_C____ develop and implement comprehensive staff evaluation models that include both formative and summative assessment and appraisal strategies.
_I____ diagnose organizational health and morale and implement strategies and programs to provide ongoing assistance and support to personnel

DOMAIN III—ADMINISTRATIVE LEADERSHIPCompetency 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 use.
_S____ apply procedures for effective budget planning and management.
_C____ work collaboratively with stakeholders to develop district budgets.
_I____ facilitate effective account auditing and monitoring.
_C____ establish district procedures for accurate and effective purchasing and financial record keeping and reporting.
_S____ acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources.
_C____ use district and staff evaluation data for personnel policy development and decision making.
_S____ apply knowledge of certification requirements and standards.
_S____ apply knowledge of legal requirements associated with personnel management, including requirements relating to recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel.
_C____ manage one's own time and the time of others to maximize attainment of district goals.
_I____ develop and implement plans for using technology and information systems to enhance school district operations.
_S____ apply pertinent legal concepts, regulations, and codes.

Competency Area:The superintendent knows how to apply principles of leadership and managementto the district's physical plant and support systems to ensure a safe and effectivelearning environment.
_I____ apply procedures for planning, funding, renovating, and/or constructing school facilities.
_I____ implement strategies that enable the district's physical plant, equipment, and support systems to operate safely, efficiently, and effectively.
_I____ apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.
_I____ develop and implement procedures for crisis planning and for responding to crises.
_I____ apply procedures for ensuring the effective operation and maintenance of district facilities
_I____ implement appropriate, effective procedures in relation to district transportation services, food services, health services, and other services.
_S____ apply pertinent legal concepts, regulations, and codes.

Competency Area:The superintendent knows how to apply organizational, decision-making, andproblem-solving skills to facilitate positive change in varied contexts.
_C____ implement appropriate management techniques and group process skills to define roles, assign functions, delegate effectively, and determine accountability for goal attainment.
_C____ implement processes for gathering, analyzing, and using data for informed decision making.
_C____ frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.
_C____ use strategies for working with others, including the board of trustees, to promote collaborative decision making and problem solving, facilitate team building, and develop consensus.
_C____ encourage and facilitate positive change, enlist support for change, and overcome obstacles to change in varied educational contexts.
_C____ apply skills for monitoring and evaluating change and making needed adjustments to achieve goals.
_I____ analyze and manage internal and external political systems to benefit the educational organization.