EDLD 5399: WEEK 2 PART 2

Superintendent Entry Plan

First Day

Goal: Meet with individual board members to try and establish a relationship with them.

Objective: Get a clear understanding of district priorities and get a feel for the “temperature of the board.

Activities addressing goals and objectives:

Brief 15 to 20 minute meeting with each board member to ensure that I am aware of their expectation.

Resources:  My office and a few snacks.

First Week

Goal:

·         To become familiar with district personnel

Objectives: 

·         Meet with all current Assistant and Associate superintendents, Directors, and other high ranking district officials.

·         Review District needs Assessment

·         Discuss with the Board upcoming agendas.

Activities:

·         Introduce my self to the district administration team. I would meet with them as a group and individually to discuss my expectations and allow them to share any information with me at that time about pertinent issues in their department.

·         Speak with Board members about the current needs of the district and discuss needs/assessments.

·         I would also set up a meeting to discuss the districts budget.

Resources: 

·         Time

·         Meeting room

·          Action plan template

·         Also my secretary would sit in on this meeting as well.

First Month

Goal: To become more visible in the district

·         Create a video introducing myself to the entire district

·         Begin Monday memo

·         Meet each campus principal

·         Start making my rounds to each school over the course of two months

Activities:

·         Create a video that introduces myself and my philosophy on education

·         Create a Monday memo form that will outline my vision for the district

·         Hold a principals meeting to explain any changes and my expectations for the district.  During this I would personally walk around the room and meet with the campus principals.

·         Sometimes during the month I will begin visiting schools based on location.

Resources

·         Technology department

·         Computer

·         Meeting room

·         School vehicle

Goal: Build a professional learning community that promotes implementation of the best practices in the classroom.

Objective: 

·         Board, administration will be able to work cohesively

·         Maintain visibility in the schools and community

·         Establish evaluation criteria for all district programs

Activities:

·         Establish goals and district priorities with the board and administration present.  These goals will be established within the first month. 

·         I will continue to attend major event throughout the district and community.  I will also send out a Monday memo to parents and community members separate from the memo I send to staff and teachers.

·         I will work with our budget office, HR, the Board, and district administration in developing assessment criteria for our entire program.  My goal will be to eliminate all non-essential programs that are not producing, in order to use those resources for programs that will benefit the district.

Resources:

·         Meeting room

·         Job descriptions

·         Community calendar (to assign district administration to certain duties)

EDLD 5399: Week 2 Part 1

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

Competency 1 Area:

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

As a school administrator, this topic has surfaced repeatedly.   Educators are held to a much higher standard.  We see it every day, whether it something major like sexual misconduct or something minor as theft of time.  These issues constantly plague our profession.  As an appraiser I have to do a good job of keeping track of these transgressions.  As an assistant principal, it is important to be ethical in managing the few resources at my disposal. 

As a superintendent, our decisions affect all of the students in our district.  For every dollar that is misappropriated, that is a vital resource that will be taken away from our students.  Throughout my internship, many of the activities that I participated in, dealt with issues of equity and fairness.  I worked on a project to improve math scores for our at-risk population.  We had to build in activities, that some would deem as an unfair advantage.  I have learned throughout my internship that fair is not always equal.  Sometimes the superintendent has make decisions based on meeting students individual needs. 

While interviewing potential staff members, we place a high emphasis on ethics.  There has to be a commitment to fulfilling our schools vision/mission. As the leader of a district, the vision/mission has to stay in the forefront.  Even through tough budget cuts and many other issues that come up on a regular basis.  The leader has to be committed to being an ethical leader.

 Competency 2 Area:

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

Vision

The Cypress-Fairbanks Independent School District will be an exemplary educational community, dedicated to the highest standards of quality at all levels and in all areas of endeavor.  All students, parents, community members, and district employees, respecting and valuing each other, will be committed to providing all students with an education which enables them to live successfully in an ever-changing society.

Our Mission

The district will provide the environment and learning opportunities for all students so that, as graduates, they will possess the qualities which will enable them to live meaningfully and successfully in society and in the workplace.  The Cypress-Fairbanks ISD graduate will be An Effective Communicator, A competent Problem-Solver, A Self-directed Learner, A Responsible citizen, A Quality Producer

The districts vision and mission concentrates on the student as a productive member of society.  The vision deals with the relationship of the educational system to the community.  So in other words it deals with members of the community.  The vision talks about how CFISD will create a positive future by providing an education that incorporates input from stakeholders.

To communicate this vision, the superintendent must attend activities in the community, and communicating openly with stakeholders.  The superintendent is the face of the district so it is important to be visible at various events, not just sporting events. This is the best opportunity for the leader to promote the districts vision. 

Stakeholders should feel like they have input in the decision making process.  I have learned that as an assistant principal most angry parents just want to be heard.  It is the responsibility of the Superintendent to make channels available for stakeholders to join in the conversation.  One of the most thought provoking quotes from my classes, dealt with how unethical it is for a superintendent to respond to a question with, “no comment”.   The speaker discussed that the superintendent is required to answer questions, and if the topic is of a sensitive nature, the superintendent can just simply explain why he cannot provide information on the topic.  As the voice of the district it is vital that the superintendent hones his communication skills.  Effectively communicating the mission and the vision is vital in the educational process. Teacher and staff look to the superintendent to communicate the vision.  By doing this, the leader can make sure everyone is heading in the correct direction.

Competency 3 Area:

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

The Assistant Superintendent of Communication consistently maintains contacts with the staff, parents and community members of the district. They are in charge of notifications during inclement weather days, information regarding bomb threats, sporting events, announcements for fine arts activities, distribution of all paper invitations and calendars and anything else that requires an announcement to the public. The Superintendent and the Assistant Superintendent of Communication must be very pleasant and welcoming and visible at all major district and many community activities. Offering congratulations and thanks to teacher/sponsors and the community provides a link to school and city. The Assistant Superintendent of Communication also makes sure the web site stays updated and answers emails quickly about events. This position is an important way to take the daily public relations tasks off of the superintendent. The Superintendent can then be visible and reach out to the community and staff without having to worry about the responsibility of notifying every one of changes and events.

As with Competency 2, this one deals with communicating the district’s vision and dealing with the media, families, community members, businesses and personnel of the district. The Superintendent must always be ready to communicate the goal and vision of the district and defend expenditures and changes in the tax rate. The desire for student success is universally accepted as the goal of education. Businesses share in the planning as they articulate the kind of graduate they are looking to employ.

Utilizing technology as a means of communicating the events and needs of the district has proven an effective avenue of eliciting the support of all interested parties. District web pages along with web sites for different campuses and extra-curricular groups, telephone systems that call all households and electronic billboards enable the district to keep constituents informed and encouraged that the needs of students are being met.

Speaking at Board Meetings with confidence and complete knowledge of the research covering issues tend to create support for the district. The Board and those who attend the meetings appreciate a superintendent who has done their homework and can answer their questions intelligently to ease their fears about the investment in the education of our children and the educational services provided.

Competency 4 Area:

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

There are certain regulations that the administration and board must adhere to, in order to meet compliance standards. There are criteria from the number of credits a students needs to graduate, for room size, teacher certification standards, and many other items.  An example of this is the criteria for building a school.  Computer labs must have enough space to service a specific amount of students.  A couple of years ago, the Board issued a hiring and salary freeze during a period of campus reconfigurations and budget cuts. These ratios and classroom size specifications became major indicators on what the district could or could not do.

One of the major sticking points our district was forced to deal with was the fact that the district is a property wealthy district.  As a result, our funding was effected which led to steep budget cuts and the reduction of personnel.  During this tumultuous time the superintendent had to talk with politicians in Austin, in order to advocate for our school district.  Dr. Anthony was forced to provide the same level of education, with very limited resources.  He had to reach out to district employees and lead.  This was one of the most eye opening leadership moments I have ever witnessed.  I listened to him explain to the district how jobs will have to be cut, but at the same time, he is explaining that our level of education will be unchanged. 

During my internship, I was responsible for assisting in developing bullying procedures.  This was necessary because of new legislation that was passed.  I worked with a group of leaders create a process to document how the school addressed a bullying complaint.  This was a good way to put legislation into action.  As a result of my hard work, I was able to develop a good living document that can/will protect our district against lawsuits in the future. The Superintendent and the board must be aware of changes as they happen as some issues “take effect immediately.” As the Board and the Superintendent have their regular meetings and their annual training and planning sessions there must be an update on all changes made since the last meeting and a discussion on the impact on the district and students.

Domain II-Instructional Leadership-Competencies 5-7

Competency 5

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

The superintendent is responsible for initiating professional development plans based on the results of a Needs Assessment, or any thing that superintendent feels will benefit his staff for the better.  This year our district has decided to focus on the over representation of minorities in our Discipline Alternative Education program (DAEP). The district has also had some issues with our at-risk students, in regards to standardized testing.  The district decided to do a books study using the book teaching with poverty in mind.  I personally led a few Moodle sessions to facilitate a district wide goal. 

This whole process was the brainchild of the Superintendent.  He reviewed our district discipline data and he decided to make sure that we were responding to the needs of our students.  The goal of the book study was to make members of our district conscience of the issue, and he provided some guidance in fixing the problem.  This is the type of leader I would like to be, a leader who responds to the needs of all students. I also like how he allowed for members of the book study to develop plans that can be used on their campus.  The study was first given to administration of schools.  After the Administrators finished the book study, they were responsible for training staff members at their own campuses.  This allowed each campus to make adjustments to meet the needs of their students.  The superintendent knew that he had to empower leaders to make the changes necessary.   As a result, we had positive gains in all areas last year.

Competency 6:

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

The district incorporated thinking maps this last year.  The purpose of the maps were to:

·         Reduce the number graphic organizers to 8 main thinking maps

·         Encourage students to create thinking maps or illustrate their thinking

·         Provide a method to review, assess, and check for understanding

·         Organize thinking prior to creating a project/product

·         Provide a common language for teachers to use during instruction

The superintendent provided extensive training for all administrators and curriculum leaders.  This training was designed to be a “trainer of trainers” activity.  I participated in my schools development of a plan to assess the effectiveness of thinking maps on our campus.  I used many of the skills that I learned in my previous course work.  This was a great opportunity to apply my learning from the Seminar classes.    I developed a plan that had measurable objectives.  I am still in the process of measuring those outcomes.

Competency Area 7:

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

The state of Texas has created the teacher evaluation system known as Professional development and Appraisal System (PDAS).  As we know, teachers are not the only ones who need to be evaluated.  The superintendent is responsible for creating an appraisal system for paraprofessionals, administrators, and others position in the district.  This requires careful planning, and the creation of very specific job descriptions.  To this the superintendent must have a handle of what needs to be done, and how to evaluate if it is being done effectively.  In our district, an Assistant Superintendent evaluates principals.  The Board of Trustees and the Superintendent set the criteria.  During my internship, I was able to sit down with the Superintendent and discuss how evaluations come about.  He explained how he works very closely with the HR department, in order to make sure he is meeting state and local guidelines.  Our district also requires teachers to attend 25 hours of professional development per year.  This is a great way to make sure your teachers are continuously growing in education.  I led a couple of professional development activities that led to staff members receiving much needed professional development hours. 

Domain III-Administrative Leadership-Competencies 8-10

Competency 8

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

I observed the superintendent and associate superintendent during our state of the district presentation.  The agenda was well planned and it included all major curriculum dates for the year.  Each hand-out also included descriptions of initiatives that were laid out for the upcoming year.  There was a rationale for each change that was being implemented.  Then at the end of each session there was question and answer session that allowed the superintendent to clear up any misconceptions. 

Finally the district addressed some looming budget issues.  They calmly explained how this would affect the district.  They provided extra time to field questions in order to allow the administration to get a clear understanding of the upcoming changes.  This was done to prevent speculation and unrest in the district.  Finally the district prepared a video from the superintendent explaining many of the changes that are going to take place in the next couple of months.  As the face of the district, the superintendent does have a responsibility to address the teachers.

This was at the very beginning of my internship, but I quickly understood the importance job that the superintendent has.  He has to “steer” the district when the water get somewhat rough.  There will come a time when unpopular decisions are made.  I like the fact that he personally announced these changes, and he did not rely on campus leaders to do so.

Competency 9:

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

Analysis of the different departments within the district is critical to the effective management of revenue and expenditures and the management of the district’s facility resources. Maintenance and facilities, transportation, security and food services departments are important to service of students and families. Maintenance and facilities is the department that takes care of air quality, sanitation and upkeep of buildings including temperature management during the instructional day and for special events. Custodians and maintenance staff work daily to prevent and correct building problems to insure that students and staff have comfortable buildings that are conducive to learning. Transportation is the workhorse that makes sure students are picked up and delivered to their various destinations safely and on time. School and district security becomes increasingly important, as national security needs change. There is more security in schools today than ever before. With the recent events in Newtown Conn., there has been new discussion on school safety.  The district will have to adjust to meet the needs of these students.  Food service is a program that receives federal funds and additional operating expenses come from the prices that are charged. Budget cuts have affected all of these departments and they have been trimmed drastically. All of these departments are essential for student success and without any one of them schools would be in trouble. It is the superintendent’s responsibility to make sure all of these departments are working at their optimum level. Students, parents, and taxpayers expect nothing less than clean, safe, schools with nutritional food and buses that meet student needs.

Competency 10

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

As a result of budget cuts, the district was forced to make some tough decisions.  Prior to these budget cuts, the district had an abundance of resources.  The Superintendent and his staff had to cut non-essential personnel and resources.  In the long run, I believe many of the changes that were made, will benefit the district in the long run.  The things that I focused on were the changes to programs that did have a negative effect on the district.  The district was forced to eliminate late busses from all non-title I schools.  This led to the creation of professional development to give teachers the skills to get more done in a class period.  For cut that was made, the superintendent created opportunities for development in these areas for our teachers.  This shows that the superintendent must be able to foresee problems on the horizon and take the necessary steps to address them, before it affects our students.  With all of the budget cuts that were put into place, there had to be some very strategic planning.  The reason for this is the district still has to meet state and federal guidelines.  These guidelines had to be in the forefront of any changes.  It also illustrates the amount of collaboration that must take place.  The superintendent is not an expert in all areas, so to ensure that these state and federal guidelines are met, he has to have a team of experts.  This is where a lack of ethics in hiring comes back to bite the superintendent.  It is important the superintendent hire the best candidate for the job, because these people will play a vital role in advising the superintendent and shaping the district.  If the district leader falls into the trap of nepotism, this can lead to an overall failure of the district.  Watching the changes that were made to the district was very difficult to watch, but I do believe that the district still maintained the same level of excellent education as it has in the past. 

EDLD 5399: Week 1 Portfolio Review

Vita: Updated
Course and District Supervised logs Updated and finalized
Updated Internship Plan

EDLD 5399 Week 1: Position/Leadership Goals

Position Goal:

There are many different opportunities in education.  I am very young in my administrative career, but I have identified a likely path to a district leadership role.  My ultimate goal would be to become the superintendent of New Orleans Public School System.  I am from that area, and I would love to go back and reform such a broken system.  To get there, I will definitely need more experience in my current role as a high school administrator.  Currently, I am in my second year as an assistant principal.  I would eventually like to lead my very own high school, preferably a title I campus.  I would like to maintain that position for at least seven years.  From there I would like to move into district leadership, as an assistant/associate superintendent.  I would like to focus on curriculum and instruction.  To gain meaningful experience in my current position, I would continue to work with my current site supervisor to gain more knowledge in district management and school management.

Leadership goal:

As a superintendent I hope to establish a district wide professional learning community that meets the needs of all members of the community.  I believe that the only way a district will improve is to encourage learning at all levels. For students, this translates as higher learning activities implemented by highly qualified teachers.  For employees, this translates into on-time professional development that meets the needs of our districts.   I believe that as a leader, I will provide opportunities for teachers and administrators to constantly improve. Throughout my internship I was placed in situations where I was able to make research based decisions that allowed my district to improve.  During my internship, I was assigned an activity that required me to work with district curriculum leaders to come up with a plan that would improve our 10^th grade math scores.  I used the research-based strategies, and I was able to develop a plan that greatly benefitted our school.  This is the type of changes I am looking forward to making as a superintendent. Again, as a leader, I want to make positive changes at my district.  I believe that the superintendent certification program at Lamar University has provided me with the necessary skills to accomplish my leadership goals.

EDLD 5399 Week 1: SBEC Competency Self-Assessment and Reflection

This assessment was much easier than the first time.  When I first took this, it was like looking at a brand new language for the first time.  I feel competent in every domain now, and I have quite a few strengths.  My only strengths when I began my internship were in Domain I Competency 3, which deals with communication and collaboration.  I maintained that and improved in a number of other areas.  I moved form an "I" to a "C" in the following areas: Budgeting resources, Working with the Board, and Maintaining Facilities.  Prior to my internship, I never had any interaction with these skills as an administrator.  

Even though I had no "I"s, I feel that I still need some work in managing resources and working with the board.  There is a lot of detail that goes into those two competencies.  Even though  my internship was rigorous, I feel that I have only scratched the surface in those two topics. 

One of my biggest strengths will be as an instructional leader.  I have had a lot of experience in this field throughout and prior to my internship.  My biggest strength is that I understand how to develop meaningful professional development.  To do this, it is imperative to understand instructional design.  I have worked as a team leader and curriculum liaison to other teachers in the district.  Finally I was strong in most competencies that dealt with the assessment of district technology, analyzing data, and providing professional development.  During the internship in my two master’s courses, I did a lot of work, with providing relevant professional development to teachers.  I also focused a lot on technology implementation in the classroom.  This internship has been vital to helping me understand what is needed to be an efficient district leader.

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

Competency 1 Area:

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

The superintendent knows how to:

__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.

__C___exhibit understanding and implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators.

__C___monitor and address ethical issues impacting education.

__C___apply laws, policies, and procedures in a fair and reasonable manner.

___C__ interact with district staff, students, school board, and community in a professional and ethical manner.

Competency 2 Area:

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

The superintendent knows how to:

__C___ 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.

___S__ 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.

___C__ facilitate the development, use, and allocation of all available resources, including human resources, to support implementation of the district's vision and goals.

___S__ recognize and celebrate contributions of staff and community toward realization of the district's vision.

___S__ 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 opportunities.

___C_ promote multicultural awareness, gender sensitivity, and the appreciation of diversity in the educational community.

__C___ understand and support educational programs for all student populations, including students with special needs.

Competency 3 Area:

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

The superintendent knows how to:

___S__ serve as an articulate, effective communicator for the importance of public education in a free democratic society.

__S___ develop and implement an effective and comprehensive internal and external district communications plan and public relations program.

__C___ analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs.

__C___ establish partnerships with families, area businesses, institutions of higher education, and community groups to strengthen programs and support district goals.

__C___ implement effective strategies for systematically communicating with and gathering input from all stakeholders in the district.

__C___ communicate and work effectively with diverse groups in the district and community; i.e., social, cultural, political, ethnic, and racial group, so that all students receive appropriate resources and instructional support to ensure educational success.

__S___ develop and use formal and informal techniques to gain an accurate view of the perceptions of district staff, families, and community members.

___S__ use effective consensus-building and conflict-management skills.

__C___ articulate the district's vision and priorities to the community and to the media.

___C__ influence the media by using proactive communication strategies that serve to enhance and promote the district's vision.

__S___ communicate effectively about positions on educational issues using effective writing, speaking, and active listening skills to ensure educational success for all students.

Competency 4 Area:

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

The superintendent knows how to:

__S___ 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.

___S__ communicate and work effectively with board members in varied contexts, including problem-solving and decision-making contexts.

___S__ work with the board of trustees to define and consistently adhere to mutual expectations, policies, and standards.

___C__ access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.

__C___ use legal guidelines to protect the rights of students and staff and to improve learning opportunities.

___S__ prepare and recommend district policies to improve student learning and district performance in compliance with state and federal requirements

DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 - 7

Competency 5 Area:

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

The superintendent knows how to:

__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.

__C___ implement curriculum design and delivery systems to ensure instructional quality, appropriate depth of learning, and alignment across the district.

___C__ 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, diagnose student needs, and determine effectiveness of the curriculum to ensure educational accountability.

___S__ evaluate district curricula and provide direction for improving curricula based on sound, research-based practices.

___S__facilitate the integration of technology into the school district curriculum to enhance learning for all students

__C___ facilitate the effective coordination creative thinking, critical thinking, and problem solving by appropriate school district staff and other individuals involved in curriculum design and delivery.

___S__ facilitate the effective coordination of district and campus curricular and extracurricular programs.

___C__ ensure that staff members have a working knowledge of the accountability system and are monitoring its components to increase student performance.

Competency 6 Area:

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

The superintendent knows how to:

__C___ apply knowledge of motivational theories and strategies to encourage staff, students, families/caregivers, and the community to strive to achieve the district's vision.

__C___ 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 encompasses high student engagement and learning with academic rigor through the use of effective planning and lesson design.

___C__ facilitate the ongoing study of current best practice and relevant research and encourage the application of this knowledge to district/school improvement initiatives.

___S__ implement and support student services and activity programs to address developmental, scholastic, social, emotional, cultural, physical, and leadership needs.

__S___ establish a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results for improvement of student learning

__C___ apply knowledge of special programs to ensure that students 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.

___C__ develop and use appropriate change processes to improve student and adult learning.

___C__ 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 will learn.

Competency 7 Area:

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

The superintendent knows how to:

___C__ improve teaching and learning by participating in quality relevant 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.

___C__ 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 the expertise and skill of staff at the district and campus levels.

___C__ work collaboratively with other district personnel to plan, implement, and evaluate professional growth programs.

___C__ 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.

___C__ assess and support the organizational health and climate by implementing necessary strategies to improve the performance of all staff members.

DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 10

Competency 8 Area:

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

The superintendent knows how to:

____C_ apply procedures for effective budget planning and management.

___C__ work collaboratively with board of trustees and appropriate personnel to develop district budgets.

___C__ facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy.

___C__ establish district procedures for accurate, effective, ethical purchasing and financial record keeping and reporting.

___C__ 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.

___C__ apply knowledge associated with personnel management, including requirements related to certifying, recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel.

___C__ manage one's own time and the time of others to enhance district operations.

___C__ develop and implement plans for using technology and information systems to enhance efficiency and effectiveness of school district operations.

____C_ apply legal concepts, regulations, and codes as required.

____C_use revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately.

Competency 9 Area:

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

The superintendent knows how to:

___C__ apply procedures for planning, funding, renovating, and/or constructing school facilities to support the district’s mission and goals.

___C__ implement strategies that enable the district's physical plant, equipment, and support systems to operate safely, efficiently, and effectively.

___S__ apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.

___C__ develop and implement procedures for emergency planning and for responding to crises.

___C__ apply procedures for ensuring the effective operation and maintenance of district facilities.

___C__ implement evaluate appropriate procedures to ensure efficient, effective district transportation services, food services, health services, and other services.

___C__ apply legal concepts, regulations, and codes as required.

Competency 10 Area:

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

The superintendent knows how to:

___C__ implement appropriate leadership skills, 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 to attain district goals.

___C__ identify, 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__ analyze and use political influences to benefit the educational organization.