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.
Competency 1, according to an interview conducted with our District Superintendent on October 18th during EDLD 5371 (The School Superintendent), I was told that lack of ethical and/or moral judgment by a superintendent may not only get him/her fired, it could also lead to a lawsuit. Furthermore, a successful superintendent is one who leads by example and not just words of a policy.
During the time I began my coursework for my superintendent certification, McKinney Independent School District was also at a new beginning; we were beginning a new school year having laid off and rifted many staff positions and programs throughout the district due to the state budget shortfalls. To demonstrate his leadership abilities and being sympathetic to those he had to lay off as well as those still employed but having a smaller budget, Dr. Kennedy gave a directive to all district administrators and directors to serve as a substitute at least 4 times during the school year. He also included himself in this decision. Although it did save the district several thousand dollars, it certainly was not enough to keep him from having to lay off employees or having to reduce campus and central office budgets. I did, however, notice that it served a valuable purpose. By substituting a few day, teachers and other staff members soon realized that we (administrators) were willing to not only be “in the trenches” with the students but we were each willing to do so in order to save the district some money. In return, not only did our superintendent demonstrate fairness and ethics by modeling it but he also had us model those standards.
Another initiative that demonstrated fairness was the district’s decision to have all employees attend a Diversity Training. This was for one reason; to understand and promote the educational success of all students. To ensure that all the educational stakeholders within the community also have a voice, each group has a say through different means. These means could be through the Superintendent’s Student Advisory Committee (for students to be heard), Leadership Teams meetings (for teachers to be heard through their department heads) , and through specific processes laid out during a school board meeting that provides the parents and the business community an opportunity to express their concerns directly to the board and the superintendent.
I gained a very good understanding of Competency 1 by having had the experiences to witness, many times gaining hands-on experience, aspects and demonstrations of our district superintendent acting, “with integrity, fairness, and in an ethical manner in order to promote the success of all students.” I now know not only the meaning of Competency 1 but the legalities and expectations of the community who acknowledge the superintendent as not only the educational leader of their community but also the ethical leader of their children.
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.
On Competency 2, I participated in 5 different activities for my internship in order to have a better understanding of shaping a district culture. First, I analyzed the school’s vision and mission statement and looked to see if it related to the master schedule for McKinney Boyd High School (the largest high school in McKinney). Since I had had hands-on experience in creating the master schedule at McKinney Boyd before, I was curious if it followed the district’s vision. I felt that the maser schedule did, to a point reflect diversity. The area of concern I had was with the electives. Although electives were spaced out so that students could take both core and elective classes, it did not allow enough opportunities for those students who would wished to go straight into the working world instead of college. All electives provided a better understanding for something students could choose as a career only if the entered post-secondary education. Since the districts vision included the wording, “all students”, I felt the issue lay more with course selections than with the master schedule. As a superintendent, I realize that we should provide opportunities for students to pursue college but also provide opportunities for those who do not.
The second activity was to serve on the Strategic Development “Planning” Team. In doing so, I enjoyed the collaboration among those involved. The first key I learned was to be open to opinions and change. The second thing I learned that will assist me as a superintendent is to have a solid yet well-defined district vision. The reason is because many times, we fond ourselves having to go back and read the vision and mission statement to make sure we were still aligned with each element.
The next activities I participated in was Data Collection and Analysis as it related to the transfer of REEL Learning in 3 areas: 1) Attendance, 2) Achievement, 3) and behavior. In being able to have data I can see that directly correlates to these 3 areas for At-Risk students will allow me to plan correctively in making necessary adjustments to how we meet the needs for this sub-group.
The last 2 activities will help me to negotiate, build consensus, and make collaborative decisions. In gaining a better understanding for this, I chose a current issue in our district (the change for school start/end times for all 3 levels: elementary, middle school, and high school). Although we are in our 2nd year utilizing this time change, the issue/controversy still arises. Discussing this issue and how he and the rest of Central Office address this to the staff and community was an excellent learning opportunity for me. I also attended several Cabinet Meetings where discussions and issues arose. I learned as a superintendent, I must use my cabinet as a valuable resource in getting as much information as I can as well as getting feedback from many different perspectives.
Competency 3 Area:
The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.
I chose to participate in five activities in order to gain a better understanding of the importance of collaboration and communication with families and the community in order to respond to diverse interests and needs. These activities were:
1) Interview our district’s Communication Director;
2) Assist in the conduction of a staff development and receive feedback from some of those in attendance.
3) Write a short proposal for improving and increasing Hispanic and African American parent involvement.
4) Develop and implement a plan to promote cultural diversity in a school.
5) Interview two community leaders and focus on their perception of the district as well as needs.
It was very interesting on the knowledge I gained regarding diverse community interests. I learned how to promote to certain areas using emails, mail-outs, and automated phone calls in the language used most frequently within those households. I also interviewed the Mayor of McKinney as well as a member of the county’s economic development board. Hearing their perspectives allowed me to open my eyes to what they not only see now but also what the future needs entail. This will help me as a superintendent in 2 ways: 1) I can assess where the district and its schools currently stand in acknowledging and embracing diversity, and 2) it will help me create a road map of where we want to be tomorrow and into the future.
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.
In relation to Competency 4, I was involved in five activities throughout my internship. Most of these activities corresponded directly with Competency 1 (Leadership) as well. The activities were:
1) Obtain a copy of the Superintendent’s job description and analyze the correlation between the requirements listed and the job description.
2) Write a short story about a retired educator and analyze their philosophy as it relates to political, social, economic, legal, and cultural context of the district’s vision.
3) In regards to responding to influencing other stakeholders, I demonstrated ethical leadership abilities by demonstrating that I do what I tell others to do.
4) Demonstrated how to resolve conflicts, accept criticism, and acknowledge accomplishments of others.
5) Attend board meetings in order to see how the superintendent influences the board members.
Of all these activities, the one that gave me the best perspective in regards to influencing and responding to stakeholders in order to achieve the district’s vision was attending the school board meetings. Although the other 4 activities also proved to be valuable, I was able to see firsthand the working relationship between the board and superintendent. Although they did not always agree on all issues, there was always an understanding and cooperation between them as the vision was always kept in the forefront.
DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 – 7
Competency 5 Area:
The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; use the current accountability system; and promote the use of varied assessments to measure student performance.
The five activities I was part of in learning how to facilitate the planning and implementing strategic plans to enhance teaching/learning process taught me many aspects of this Competency and Domain 2 that I was not aware of. The activities were as follows:
1) Interview someone in the textbook selection process.
2) Meet with a counselor and the Associate Principal who oversees the counselors in regards to criteria and philosophy regarding student schedule changes.
3) Conduct two classroom observations.
4) Assist in the planning and supervising of a co-curricular activity.
5) Attend a special education meeting involving a parent and student.
These activities taught me the responsibility of making sure that everything done is in regards to enhancing the teaching and learning process. Whether it is a student placement in special education, assessing how a teacher teaches, or student involvement in a co-curricular activity, it must all center around the educational process.
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.
I completed five activities during my internship that helped me get a better understanding for Competency 6. Although this was an area I already felt confident in, some of the activities caused me to “think outside the box” in regards to professional growth. The activities were:
1) Review Schmoker’s 10 Design Qualities as it relates to teaching/learning,
2) Interview our Technology Integrator and evaluate the process used,
3) Analyze data from various assessments such as school and national tests,
4) Participate in a conference dealing with student discipline,
5) With feedback from teachers, parents, students, and administrators, compile a list of issues that affect teaching and learning.
As a superintendent, these activities and discussions have opened my eyes to education. I realize now that education does not just happen and I cannot simply take over for another superintendent and allow things to run itself. Education is a process taking much time and planning using feedback from others. Whether it is technology, or lack thereof, how we discipline students, analyzing data, or teaching teachers about design qualities, education is an ever-changing process.
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.
For Competency 7, I participated in two activities to strengthen my knowledge as it relates to staff evaluation and staff development. These activities were:
1) Plan and implement a staff development activity.
2) Meet with a high school principal and the district’s Director of Human Resources to learn about proper and legal interview questioning and assessment strategies used.
Although, as a superintendent, I may not necessarily be directly involved in the interviewing of most staff and support personnel, I will be involved in the interviewing of all campus principals and central office administrators/directors. Therefore, I must know how these protocols and procedures are conducted. This will allow me the opportunity not only for consistency but to keep myself from having legal ramifications as well.
In regards to professional development, I must always remember to keep it relevant. Allowing for pre and post professional development training will allow me to have more knowledge about what it is that needs to taught and if what was taught was worthwhile. Since education is ever-changing, so must be professional development opportunities.
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.
In Competency 8, I applied myself to five activities. These activities were:
1) Review the TSSA standards and assess the level of compliance.
2) Review procedures for opening and closing day procedures and take part in such.
3) Complete a requisition form and follow the path for approval.
4) Review the NAESP website and compile a list of resources.
5) Build my own professional library.
As I learn how to apply effective leadership and management, I feared one component; budget/finances. This fear was based primarily on the fear of the unknown. Having had limited budget/finance opportunities as a principal, I was not sure what to expect. I soon realized that I did not have to have an accounting degree but I would still be held accountable by the school board, the staff, the community, and the state for any misuse of funds. When interviewing my superintendent in mid-November, he quickly taught me that I could not be an expert in every aspect of education but this one aspect could get me in trouble or even fired. The best advice he gave me was to surround myself with individuals who are very qualified and trustworthy for the areas I am weak in. Now that I have a clear understanding of the finance/budget process and have built myself personal resources by joining professional organizations such as NAESP and also building up my personal library of resources.
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 two activities I conducted for Competency 9 were:
1) Meet with the director of maintenance and also with the custodial supervisor of the largest high school in McKinney (McKinney Boyd High).
2) Review several student incident reports that occurred on our school buses throughout the school year. Also interview students and bus drivers about their concerns and recommendations for a safer and more efficient bus service.
I was very intrigued to do these two activities. McKinney I.S.D. contracts our both our bus and custodial services. Therefore, I felt I needed to learn what controls the superintendent would have in regards to such. I quickly learned that, from the operational standpoint, there is very little difference than if the custodians were our employees or if the district owned the buses. The reason was simple; those services could have their contracts non-renewed the following year if suggestive corrections were not implemented. However, there certainly is a little less “red-tape” if the service or employee, such as our maintenance staff, was directly hired by the district.
As I followed the custodian and maintenance staff around the building, I saw proficiency. After speaking with them, their concerns had less to do with the process or procedures as much as it did with resources available provided in a timely manner. Knowing what the process is and having gained valuable feedback from those working with the actual facility is, in my opinion, just as valuable as the textbooks and library. In our Facilities and Design course, studies showed that the facilities play a very important part in how a school is perceived and how students perform. As a superintendent, I will make sure I apply attention to those details as well.
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.
Having an understanding that conflicts will arise and tough decisions will have to be made using problem solving skills, I paid close attention to the three activities I chose for Competency 10. These activities were:
1) Meet with the Assistant Superintendent in regards to implementing a district change (our new 70/30 grading policy),
2) Interview a school nurse to discuss requirements, concerns, and goals for the school health program, and
3) Choose a current issue within our district and devise a resolution after meeting with the two opposing sides.
Although I have only completed 2 of the 3 activities for this competency, I already have grasped the importance of making appropriate decisions based on concerns and facts. One piece of advice I did receive was that if the superintendent and his cabinet will pay close attention to details, have applied good organizational processes, and listen early on for constructive criticism and growing concerns, then many decisions will go smoothly. Otherwise, the unattended concerns, like an infection, will start to spread and gain control. The philosophy I developed for Competency 10 is to address concerns appropriately and swiftly in order to garner support for possible change while getting people involved in the process. If I can garner enough support from the community and staff for a needed change based on facts, then the decisions will feel more as if it was made by a majority instead of just me. Parents care more for the well-being of their child than an actual class. Therefore, it is important for me to also know the intricacies of the school clinic and the working policies that affect students.
