Tuesday, December 1, 2009
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.
Tuesday, November 10, 2009
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.
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.
Tuesday, November 3, 2009
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.
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.
Sunday, October 25, 2009
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.
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.
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.
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.
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.
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.
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.
Tuesday, October 20, 2009
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.
Wednesday, October 14, 2009
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.
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.
Tuesday, September 8, 2009
Monday, August 31, 2009
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.
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.
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.
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