Jennifer Steadham
Reflective Experience
Throughout the coursework completed for this internship, the practice of reflective writing is expected of students. Prior to this course, I have not spent much time writing reflectively. As a mathematics teacher, my tendencies lie in analyzing data and programs for effectiveness. My reports have been technical and data driven. I have learned that reflective writing is an important skill and must be used by leaders and educators in general to develop an understanding of knowledge gained and what still lies ahead.
Writing reflections was a difficult task for me at the beginning of this coursework. Reflections should be personal in nature, scholarly in writing, and accurately demonstrate the skill or knowledge gained. A reflection should also include insight gained or insight sought. Insight gained is easy to reflect upon in writing. One can always find ways to describe what has been learned and proved useful by learning. Insight sought is altogether different mode of writing. Part of learning is to understand one’s weaknesses or deficiencies and identifying ways to correct the weakness or deficiency. I do not have a problem recognizing what I do not know, but in writing what I have learned, I usually find that I have found a source of information to combat the weakness. This is the greatness of reflective writing.
In the beginning of this superintendent internship, I wanted to record the facts about whatever I had done or learned, list something that I had learned, and move on. Very quickly, I realized that not only in the internship were professors expecting reflective writing from me, but every book I read about leadership, principals, or schools has a reflection portion at the end of each section or chapter. Gray (2008) states that reflections are a part of learning and what is required for good schools to become great. My own experiences with reflective writing before this internship were limited to devotional books and study.
In completing the reflections for the logs of each activity completed during the internship, I learned that in order to become a great leader, I must model the practices of other great leaders. Business executives reflect on progress and deficiency in order to manage successful corporations; principals should model this behavior according to Gray (2008). I have learned that I can identify a solution or source of information through reflection of knowledge gained. I am able to strengthen my skills and find reflective writing to direct my path to success. For example, I felt that I was not knowledge in certain areas of school law. After reading and reflecting, I found that I knew more than I realized about school law, and I could find the answers to questions using my research skills.
Prior to writing reflections during this internship, I thought that my conflict resolution skills were fairly good. In working through a situation on our campus as a part of my internship, I realized that my skills were tested. Upon reflection, I found a weakness that I did not know existed. After writing about this experience, I found that I would need more experience in this area, and I sought other opportunities to hone my skills in the area of conflict resolution. I thought that I could handle adults in the same manner as I did when I worked in my own business. Public school leaders must resolve conflict is a more diplomatic manner, and I developed strategies to add to my repertoire.
Through my major project for this internship, I have worked with many stakeholders in our district. Our Chapter 41 and bond elections have developed consensus building skills; working as an administrator, I employ conflict resolution and consensus building every day, but during this internship project, my skills have been honed. If I had been asked about my skill in these areas two months ago, I would have stated with confidence that these were an area of strength for me. In the previous two weeks, an organized PAC has developed in opposition to our Chapter 41 and bond elections, and I have attended more meetings than I thought humanly possible in the midst of TAKS/STAAR testing. I have been quoted in the local newspaper and by the local radio station more than I ever thought I would be. My skills have been polished as my patience has been tested. After spending years working with students and parents, this project has forced me to deal with adults not interested in our school or its future. This has been a transition for me, but I have been commended by my superintendent for my diplomacy. My blood pressure has seen new highs while two of my staff members have been amused watching me work to build consensus.
Creating research based professional development for our staff has been a challenge on a limited budget. In working with the school board, SBDM committee, and other staff members as well as outside consultants, I have spent time reflecting and researching my prior reflections to discover new professional development opportunities for our staff. As a small, rural school district, FISD is limited by funds and location so distance learning and the use of educational service center has been vital. In reading my prior reflections, I remembered some collaborative groups available at our educational service center and have worked with them to provide some training for our staff. Our local community college has also helped to provide some professional development with supplies from grant funds. Reflecting in my journal brought this to mind for me; it has been a great boom for our staff.
Work smarter, not harder, has become my mantra so that also applies to reflective writing. By spending time reflecting on my own practice each week, I can recognize ways to work smarter. I still work long hours as an administrator and educator, but I now try to find sources to provide me with the skills needed to create an exemplary school rather than forcing the exemplary model upon my students and staff. In reading what makes a great leader, I have found that many sources agree that reflection is vital. When a task is vital to success, one must make time for the task. I will make time each week to reflect on readings, work, and situations in order to better my practice. Without reflecting upon learning, I will only work harder which contradicts my mantra. Working smarter involves reflection on a timely basis; my intention is to spend each Tuesday afternoon in a reflective mode as an administrator. As a competitor, I want to win; reflecting is practice for winning.
Sunday, May 6, 2012
Sunday, April 15, 2012
While completing the self-assessment and reviewing previous responses, I
found that I still included competency 1 as an area of strength. Working as an administrator for the past
three years and an educator for twelve years, I feel acting with integrity, fairness,
and in an ethical manner to promote the success of all students is not only a
strength, but an area that I strive to lead students and staff as an example.
Without integrity, no educator can hold the respect of stakeholders The respect
of stakeholders is vital to the success of any educator or administrator.
For competency 2, I have established strengths as supporting a district
culture that promotes learning, facilitating the development and implementation
of shared vision, and facilitating the development, use, and allocation of
available resources. I also feel that I
am strong in recognizing and celebrating the contributions of staff and
community members, maintaining awareness of emerging issues, and have gained
strength this year in promoting awareness and appreciation of diversity. In
looking at areas that I feel competent, I have found that I have still listed
implementing strategies for involving all stakeholders, using formal and
informal techniques to assess school climate, and instituting procedures for
monitoring accomplishment of district goals. I did not list any areas for
improvement as I moved encouraging and modeling innovative thinking and viewing
problems as opportunities to a competent area. In the past year, I feel that I
have worked on these areas listed as competent and needing improvement as this
has been a year of change as we are trying to pass a bond and have a Chapter 41
election in May. I have worked with more stakeholders and had to learn to view
problems as opportunities many times in recent months.
Regarding competency 3, I have not listed any areas as needing
improvement. I did change three indicators to competent from the first
self-assessment; these include developing and implementing a public relations
program, gathering input from stakeholders, and communicating and working
effectively with diverse groups. In the past year, I have worked in this area,
but I will not call this area a strength until I know the results of the bond
and Chapter 41 elections. The outcome of the elections may sway may confidence
in this area. I moved several competent areas to strengths; I feel capable of
teaching others about articulate communication, gaining an accurate view of the
perceptions of others, using conflict management skills, articulating the
school’s vision, using proactive communication, and using effective writing,
speaking, and active listening skills.
As I reviewed my responses to competency 4 from the first assessment, I
found that I had no areas listed for improvement. I did not list any this
second time, but I changed some competent to strengths. I feel confident in
analyzing and responding ot factors affecting students and education,
communicating and working effectively with board members, using legal
guidelines to protect rights of students and staff, and preparing and recommend
district polices to improve student learning. The areas listed as competent
only were providing leadership in defining superintendent-board roles as I have
not had enough experience with this. I attend every board meeting and work with
the board, but I am not in a position as a principal to establish the role that
a superintendent does with regards to the school board. In accessing and
working with local, state, and national political systems to elicit input on
critical educational issues, I still need work to establish strength.
Competency 5 holds several strengths as I feel that I can facilitate
effective curricular decision making, implement planning procedures to develop
curricula, implement curriculum design and delivery systems, as well as use
assessment to measure student learning. I work as a principal with these
concepts on a daily basis along with evaluating curricula, facilitating the
integration of technology and effective communication, and ensuring staff
members have a working knowledge of accountability systems. These are included
in my current job description. However, I feel only competent in developing
collaborative processes for assessing and facilitating effective coordination
of creative thinking. I have a tendency to analyze and then seek input, rather
than seeking collaboration.
Strengths for competency 6 include facilitating the implementation of
sound, research based techniques, the ongoing study of current best practices,
and establishing a comprehensive program for student assessment for
accountability along with applying knowledge of special programs. I also
analyze organizational factors for teaching and learning. Areas of competency
are applying knowledge of motivational theories to all stakeholders,
implementing services and programs to address all needs, and using change
processes to improve adult learning. I still feel I need to improve
responsiveness to diversity as I do not have much experience with diversity.
For competency 7, I listed strength in improving teaching and learning
by professional development, implementing a comprehensive professional
development plan, working collaboratively to evaluate professional growth
programs, and delivering effective presentations. I feel only competent in
facilitating the application of adult learning principles, implementing
strategies to enhance the skill of all staff members, developing staff
evaluation models, and assessing organizational health. In the past, I felt confident
in diagnosing the health and school climate, but bond election can change
perceptions quickly. I have learned to be a more active listener, but I have
been surprised by some staff member comments regarding the school in recent
days.
In reviewing competency 8, I listed strengths in all areas except
managing my own time, implementing information systems to enhance efficiency,
and using revenue forecasting to address budgetary needs. My own time
management skills are lacking as I have a tendency to take on too many
responsibilities. Revenue forecasting should be a strength for me as I worked
as an accountant for many years, but our rapid ascent (or descent) to Chapter
41 has caused some doubt for me and my forecasting skills.
Competency 9 addresses the principles of leadership and management to
the district’s physical plant and support systems to ensure a safe and
effective learning environment. I listed each of these as a strength; my duties
as a principal require me to have the skills and to use them throughout the
year. Without emergency planning, I could not have managed this school year.
Our district has encountered two emergency situations this year, and both
times, I have been the only administrator on campus. My knowledge of our
planning and procedures were vital at these times.
Strengths for competency 10 are using appropriate problem solving
techniques, encouraging positive change, and analyzing political influences to
benefit the educational organization. I find that I feel only competent in
delegating effectively, implementing processes for gathering data, and using
collaborative decision making. In other competencies, I have stated that I take
on too much and do not delegate well. This is a skill that I must develop and
must work more collaboratively.
found that I still included competency 1 as an area of strength. Working as an administrator for the past
three years and an educator for twelve years, I feel acting with integrity, fairness,
and in an ethical manner to promote the success of all students is not only a
strength, but an area that I strive to lead students and staff as an example.
Without integrity, no educator can hold the respect of stakeholders The respect
of stakeholders is vital to the success of any educator or administrator.
For competency 2, I have established strengths as supporting a district
culture that promotes learning, facilitating the development and implementation
of shared vision, and facilitating the development, use, and allocation of
available resources. I also feel that I
am strong in recognizing and celebrating the contributions of staff and
community members, maintaining awareness of emerging issues, and have gained
strength this year in promoting awareness and appreciation of diversity. In
looking at areas that I feel competent, I have found that I have still listed
implementing strategies for involving all stakeholders, using formal and
informal techniques to assess school climate, and instituting procedures for
monitoring accomplishment of district goals. I did not list any areas for
improvement as I moved encouraging and modeling innovative thinking and viewing
problems as opportunities to a competent area. In the past year, I feel that I
have worked on these areas listed as competent and needing improvement as this
has been a year of change as we are trying to pass a bond and have a Chapter 41
election in May. I have worked with more stakeholders and had to learn to view
problems as opportunities many times in recent months.
Regarding competency 3, I have not listed any areas as needing
improvement. I did change three indicators to competent from the first
self-assessment; these include developing and implementing a public relations
program, gathering input from stakeholders, and communicating and working
effectively with diverse groups. In the past year, I have worked in this area,
but I will not call this area a strength until I know the results of the bond
and Chapter 41 elections. The outcome of the elections may sway may confidence
in this area. I moved several competent areas to strengths; I feel capable of
teaching others about articulate communication, gaining an accurate view of the
perceptions of others, using conflict management skills, articulating the
school’s vision, using proactive communication, and using effective writing,
speaking, and active listening skills.
As I reviewed my responses to competency 4 from the first assessment, I
found that I had no areas listed for improvement. I did not list any this
second time, but I changed some competent to strengths. I feel confident in
analyzing and responding ot factors affecting students and education,
communicating and working effectively with board members, using legal
guidelines to protect rights of students and staff, and preparing and recommend
district polices to improve student learning. The areas listed as competent
only were providing leadership in defining superintendent-board roles as I have
not had enough experience with this. I attend every board meeting and work with
the board, but I am not in a position as a principal to establish the role that
a superintendent does with regards to the school board. In accessing and
working with local, state, and national political systems to elicit input on
critical educational issues, I still need work to establish strength.
Competency 5 holds several strengths as I feel that I can facilitate
effective curricular decision making, implement planning procedures to develop
curricula, implement curriculum design and delivery systems, as well as use
assessment to measure student learning. I work as a principal with these
concepts on a daily basis along with evaluating curricula, facilitating the
integration of technology and effective communication, and ensuring staff
members have a working knowledge of accountability systems. These are included
in my current job description. However, I feel only competent in developing
collaborative processes for assessing and facilitating effective coordination
of creative thinking. I have a tendency to analyze and then seek input, rather
than seeking collaboration.
Strengths for competency 6 include facilitating the implementation of
sound, research based techniques, the ongoing study of current best practices,
and establishing a comprehensive program for student assessment for
accountability along with applying knowledge of special programs. I also
analyze organizational factors for teaching and learning. Areas of competency
are applying knowledge of motivational theories to all stakeholders,
implementing services and programs to address all needs, and using change
processes to improve adult learning. I still feel I need to improve
responsiveness to diversity as I do not have much experience with diversity.
For competency 7, I listed strength in improving teaching and learning
by professional development, implementing a comprehensive professional
development plan, working collaboratively to evaluate professional growth
programs, and delivering effective presentations. I feel only competent in
facilitating the application of adult learning principles, implementing
strategies to enhance the skill of all staff members, developing staff
evaluation models, and assessing organizational health. In the past, I felt confident
in diagnosing the health and school climate, but bond election can change
perceptions quickly. I have learned to be a more active listener, but I have
been surprised by some staff member comments regarding the school in recent
days.
In reviewing competency 8, I listed strengths in all areas except
managing my own time, implementing information systems to enhance efficiency,
and using revenue forecasting to address budgetary needs. My own time
management skills are lacking as I have a tendency to take on too many
responsibilities. Revenue forecasting should be a strength for me as I worked
as an accountant for many years, but our rapid ascent (or descent) to Chapter
41 has caused some doubt for me and my forecasting skills.
Competency 9 addresses the principles of leadership and management to
the district’s physical plant and support systems to ensure a safe and
effective learning environment. I listed each of these as a strength; my duties
as a principal require me to have the skills and to use them throughout the
year. Without emergency planning, I could not have managed this school year.
Our district has encountered two emergency situations this year, and both
times, I have been the only administrator on campus. My knowledge of our
planning and procedures were vital at these times.
Strengths for competency 10 are using appropriate problem solving
techniques, encouraging positive change, and analyzing political influences to
benefit the educational organization. I find that I feel only competent in
delegating effectively, implementing processes for gathering data, and using
collaborative decision making. In other competencies, I have stated that I take
on too much and do not delegate well. This is a skill that I must develop and
must work more collaboratively.
Wednesday, September 28, 2011
Revised Internship Plan
Here is the revised version of my internship plan.
Activity # ____
You may give the number corresponding to the 38 activities from the text to identify one of the activities.
TExES comp.#___
You must have activities that represent each of the 10 Superintendent competencies.
Summary of Activity - Describe the activity you plan on implementing or participating in during your internship – you may use any of the internship activities identified in the School Leader Internship, 2nd edition, pp. 19 – 68.
Resource
Person
Projected Date to be
Completed
1.Vision/ Mission
(d)
Domain I Comp 2
Invite relevant constituents and lead this group to find consensus on the development of a district, school, or subunit vision statement.
Dr. Fonda Huneycutt
December 2011
2. Strategic Planning
Chapter 41 project
Domain I Comp 2
Develop a strategic plan for a chosen project. This will be a major project involving our Chapter 41 status and bond election process.
Dr. Fonda Huneycutt and Jimmy Raney
November 2012
3.Data Collection and Analysis
(c )
Domain I Comp 2
Review the ways in which assessment data are used by the following: board of education, superintendent, faculty, staff and community relations/information department.
Dr. Fonda Huneycutt and Jimmy Raney
December 2011
5.Negotiating/Consensus Building
Chapter 41 project
Domain I Comp 2
In leading the Chapter 41 project/group, include the steps used to gain consensus during the project plan.
Dr. Fonda Huneycutt and Jimmy Raney
May 2012
6. Collaborative Decision making (a)
Domain I comp 2
Observe a district meeting where Dr. Huneycutt plans to use collaborative decision-making. Observe Dr. Huneycutt’s behavior in outlining goals, seeking information, providing information, elaborating, challenging viewpoints, diagnosing progress and summarizing.
Dr. Fonda Huneycutt
December 2011
4. Effective communication (b)
Domain I comp 3
Write a memo to the faculty relying information that need to be disseminated by the district office. Survey several persons receiving the memo, and obtain advice on its organization, clarity, and intent and any recommendations for improvement.
Dr. Fonda Huneycutt
September 2011
25. community and public relations (b)
Domain I comp 3
With a person involved in public relations, assist in the preparation of a written communication to be sent out to the public.
Dr. Fonda Huneycutt
September 2011
26. Parental Involvement (d)
Domain I comp 3
Observe a meeting of the site-based committee. Assess the role of the parents in the process and provide any recommendations for increasing the effectiveness of their role.
Karen Wiley
October 2011
27. Climate for Cultural Diversity (a)
Domain I comp 3
Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.
Dawna Vann
March 2012
28. Community and business partnerships ( c )
Domain I comp 3
Interview two community members that reside in the district. Focus on their perceptions of the quality of education, concerns, and recommendations for the school.
Dr. Fonda Huneycutt
February 2012
29. Position goals and requirements (c )
Domain I comp 1 & 4
Gather and compile a list of current demands that are placed under the responsibility of the superintendent. Relate these demands to areas on the job description and evaluation.
Dr. Fonda Huneycutt
April 2012
30. Philosophy/History of Education (c )
Domain I comp 1 & 4
Review the past school board agendas, reports and minutes. Note significant events, policy changes, and recurring themes or concerns that affect eh district today.
Dr. Fonda Huneycutt
November 2011
31. Ethics ( C)
Domain I comp 1 & 4
Meet with a representative group of students. Solicit their beliefs about and experiences with ethical practices in the school or classroom. Using the student perspective, make recommendations for ensuring greater ethical practices for all students.
Dr. Fonda Huneycutt
May 2012
32. Interpersonal Relationships (a)
Domain I comp 1 & 4
Acknowledges the accomplishment of others, encourages others to participate.
Dr. Fonda Huneycutt
May 2012
33. School Board Policy and procedures (b)
Domain I comp 1 & 4
Attend as many board meetings as possible.
Dr. Fonda Huneycutt
May 2012
7. Analyzing the Curriculum (e)
Domain II comp 5
Actively participate in the textbook selection process.
Dr. Fonda Huneycutt
September 2011
8. School Scheduling (b)
Domain II comp 5
Participate in the process of student class scheduling.
Dr. Fonda Huneycutt
March 2012
9. Supervision of instruction (other)
Domain II comp 5
Use the PDAS evaluation system for the supervision of six teachers.
Dr. Fonda Huneycutt
March 2012
13. Supervision of co curricular Education (d)
Domain II comp 5
Meet with a group of randomly selected students to discuss the strengths and weaknesses of co curricular activities.
Dr. Fonda Huneycutt
April 2012
34. Federal Programs Administration (b)
Domain II comp 5
Attend a special education ARD meeting.
Julie Sandusky
September 2012
10. Learning and Motivation Theory (f)
Domain II comp 6
Compile a list of all forms of student recognition (honor roll, letter jackets, student awards, etc) that the school practices. Calculate the percentage of students that receive some type of school recognition.
Dr. Fonda Huneycutt
April 2012
11. Learning Technology (b)
Domain II comp 6
Domain III comp 8
Using a current curriculum, gather information on present and future technology used to support teaching /learning in this subject area. Make recommendations for expanded use of technology, addressing costs, training, and current and future need of the students with the bond election in mind.
Dr. Fonda Huneycutt
December 2011
12. Evaluation of Student Achievement/Testing and Measurements ( b)
Domain II comp 6
Select a subject curriculum. Review the grade distribution for the subject. Devise, distribute, and collect a brief needs assessment relating to strengths and concerns of the testing procedures and grading policy used.
Dr. Fonda Huneycutt
March 2012
16. Student Discipline (other)
Domain II comp 6
As the administrator responsible for discipline, have some one else critique my performance in the student conference with regard to consequences imposed and improving social skills.
Dr. Fonda Huneycutt
November 2011
36. Current issues affecting teaching and learning (a)
Domain II comp 6
Compile a list of current issues that affect teaching and learning. Use research literature and perspective from administrators, teachers, students, and parents in compiling the list. Assess the degrees off importance and urgency for each issue.
Dr. Fonda Huneycutt
April 2012
14. Staff Development/Adult Learning (b)
Domain II comp 7
Obtain the yearly staff development plan. Analyze the plan with respect to school mission, student achievement, and teacher evaluations.
Dr. Fonda Huneycutt
September 2011
23. Personnel Procedures (b)
Domain II comp 7
Interview for a professional position.
Dr. Fonda Huneycutt
September 2011
18. General Office Administration/Technology (c )
Domain III comp 8
Observe the office secretary for a period of time in order to assess the needs and demands of her position. Following the observation, substitute for the secretary to summarize the needs and demands of this position.
Candi Raney and Dr. Fonda Huneycutt
November 2011
19. School operations and policies ( b)
Domain III comp 8
Meet with the school attendance officer. Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school operations.
Dr, Fonda Huneycutt
December 2011
24. Supervision of the budget (c)
Domain III comp 8
Participate in the budget planning process for the district.
Dr. Fonda Huneycutt
September 2011
37. Professional Affiliations and Resources (a)
Domain III comp 8
Contact several persons experienced in the position of study, and compile a list of professional association, service organizations, and local, state, and federal agencies that provide expertise and service to the position.
Wes Pierce, ESC IX
March 2012
38. Professional Library (a)
Domain III comp 8
Compile a list of books, publications, training manuals, and district or state publications used or recommended for the superintendent. The list will include resources of the highest quality and relevance to the position and educational leadership.
Wes Pierce, ESC IX
March 2012
20. Facility and Maintenance Administration/ Safety and Security (b)
Domain III comp 9
Meet with head custodian to review job responsibilities and schedules of staff. Observe one custodian for a period of time. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Jeanne Rasure
December 2011
21. Student Transportation (b)
Domain III comp 9
Collect and review school transportation logs for each school vehicle. Work with principal on the requirements and documentation for each bus driver on staff. Reflect on the process of transportation supervision.
John Metzler
October 2011
22. Food Services (b)
Domain III comp 9
Observe a food service worker in the preparation and delivery of a school meal. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Daniela Reynolds
December 2011
15. Change Process (c )
Domain III comp 10
In the Chapter 41 project, devise a plan for any change affecting other individuals. Choose two of these individuals and discuss how they internalized or resisted the change.
Dr. Fonda Huneycutt
May 2012
17. Student Services ( b)
Domain III comp 10
Participate in a career or educational program session with a counselor and a student. Coordinate career and college planning for high school students and reflect on the process.
Jennifer Steadham
September 2011
35. Issue and conflict resolution (a)
Domain III comp 10
After choosing a current issue at school, meet with at least two persons on either side of the issue to ascertain the goals for each side. Ensure that each side understands the goals of the other side. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and addresses all concern. Meet with both sides to reach consensus on the new proposal or plan.
Dr. Fonda Huneycutt
February 2012
Activity # ____
You may give the number corresponding to the 38 activities from the text to identify one of the activities.
TExES comp.#___
You must have activities that represent each of the 10 Superintendent competencies.
Summary of Activity - Describe the activity you plan on implementing or participating in during your internship – you may use any of the internship activities identified in the School Leader Internship, 2nd edition, pp. 19 – 68.
Resource
Person
Projected Date to be
Completed
1.Vision/ Mission
(d)
Domain I Comp 2
Invite relevant constituents and lead this group to find consensus on the development of a district, school, or subunit vision statement.
Dr. Fonda Huneycutt
December 2011
2. Strategic Planning
Chapter 41 project
Domain I Comp 2
Develop a strategic plan for a chosen project. This will be a major project involving our Chapter 41 status and bond election process.
Dr. Fonda Huneycutt and Jimmy Raney
November 2012
3.Data Collection and Analysis
(c )
Domain I Comp 2
Review the ways in which assessment data are used by the following: board of education, superintendent, faculty, staff and community relations/information department.
Dr. Fonda Huneycutt and Jimmy Raney
December 2011
5.Negotiating/Consensus Building
Chapter 41 project
Domain I Comp 2
In leading the Chapter 41 project/group, include the steps used to gain consensus during the project plan.
Dr. Fonda Huneycutt and Jimmy Raney
May 2012
6. Collaborative Decision making (a)
Domain I comp 2
Observe a district meeting where Dr. Huneycutt plans to use collaborative decision-making. Observe Dr. Huneycutt’s behavior in outlining goals, seeking information, providing information, elaborating, challenging viewpoints, diagnosing progress and summarizing.
Dr. Fonda Huneycutt
December 2011
4. Effective communication (b)
Domain I comp 3
Write a memo to the faculty relying information that need to be disseminated by the district office. Survey several persons receiving the memo, and obtain advice on its organization, clarity, and intent and any recommendations for improvement.
Dr. Fonda Huneycutt
September 2011
25. community and public relations (b)
Domain I comp 3
With a person involved in public relations, assist in the preparation of a written communication to be sent out to the public.
Dr. Fonda Huneycutt
September 2011
26. Parental Involvement (d)
Domain I comp 3
Observe a meeting of the site-based committee. Assess the role of the parents in the process and provide any recommendations for increasing the effectiveness of their role.
Karen Wiley
October 2011
27. Climate for Cultural Diversity (a)
Domain I comp 3
Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.
Dawna Vann
March 2012
28. Community and business partnerships ( c )
Domain I comp 3
Interview two community members that reside in the district. Focus on their perceptions of the quality of education, concerns, and recommendations for the school.
Dr. Fonda Huneycutt
February 2012
29. Position goals and requirements (c )
Domain I comp 1 & 4
Gather and compile a list of current demands that are placed under the responsibility of the superintendent. Relate these demands to areas on the job description and evaluation.
Dr. Fonda Huneycutt
April 2012
30. Philosophy/History of Education (c )
Domain I comp 1 & 4
Review the past school board agendas, reports and minutes. Note significant events, policy changes, and recurring themes or concerns that affect eh district today.
Dr. Fonda Huneycutt
November 2011
31. Ethics ( C)
Domain I comp 1 & 4
Meet with a representative group of students. Solicit their beliefs about and experiences with ethical practices in the school or classroom. Using the student perspective, make recommendations for ensuring greater ethical practices for all students.
Dr. Fonda Huneycutt
May 2012
32. Interpersonal Relationships (a)
Domain I comp 1 & 4
Acknowledges the accomplishment of others, encourages others to participate.
Dr. Fonda Huneycutt
May 2012
33. School Board Policy and procedures (b)
Domain I comp 1 & 4
Attend as many board meetings as possible.
Dr. Fonda Huneycutt
May 2012
7. Analyzing the Curriculum (e)
Domain II comp 5
Actively participate in the textbook selection process.
Dr. Fonda Huneycutt
September 2011
8. School Scheduling (b)
Domain II comp 5
Participate in the process of student class scheduling.
Dr. Fonda Huneycutt
March 2012
9. Supervision of instruction (other)
Domain II comp 5
Use the PDAS evaluation system for the supervision of six teachers.
Dr. Fonda Huneycutt
March 2012
13. Supervision of co curricular Education (d)
Domain II comp 5
Meet with a group of randomly selected students to discuss the strengths and weaknesses of co curricular activities.
Dr. Fonda Huneycutt
April 2012
34. Federal Programs Administration (b)
Domain II comp 5
Attend a special education ARD meeting.
Julie Sandusky
September 2012
10. Learning and Motivation Theory (f)
Domain II comp 6
Compile a list of all forms of student recognition (honor roll, letter jackets, student awards, etc) that the school practices. Calculate the percentage of students that receive some type of school recognition.
Dr. Fonda Huneycutt
April 2012
11. Learning Technology (b)
Domain II comp 6
Domain III comp 8
Using a current curriculum, gather information on present and future technology used to support teaching /learning in this subject area. Make recommendations for expanded use of technology, addressing costs, training, and current and future need of the students with the bond election in mind.
Dr. Fonda Huneycutt
December 2011
12. Evaluation of Student Achievement/Testing and Measurements ( b)
Domain II comp 6
Select a subject curriculum. Review the grade distribution for the subject. Devise, distribute, and collect a brief needs assessment relating to strengths and concerns of the testing procedures and grading policy used.
Dr. Fonda Huneycutt
March 2012
16. Student Discipline (other)
Domain II comp 6
As the administrator responsible for discipline, have some one else critique my performance in the student conference with regard to consequences imposed and improving social skills.
Dr. Fonda Huneycutt
November 2011
36. Current issues affecting teaching and learning (a)
Domain II comp 6
Compile a list of current issues that affect teaching and learning. Use research literature and perspective from administrators, teachers, students, and parents in compiling the list. Assess the degrees off importance and urgency for each issue.
Dr. Fonda Huneycutt
April 2012
14. Staff Development/Adult Learning (b)
Domain II comp 7
Obtain the yearly staff development plan. Analyze the plan with respect to school mission, student achievement, and teacher evaluations.
Dr. Fonda Huneycutt
September 2011
23. Personnel Procedures (b)
Domain II comp 7
Interview for a professional position.
Dr. Fonda Huneycutt
September 2011
18. General Office Administration/Technology (c )
Domain III comp 8
Observe the office secretary for a period of time in order to assess the needs and demands of her position. Following the observation, substitute for the secretary to summarize the needs and demands of this position.
Candi Raney and Dr. Fonda Huneycutt
November 2011
19. School operations and policies ( b)
Domain III comp 8
Meet with the school attendance officer. Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school operations.
Dr, Fonda Huneycutt
December 2011
24. Supervision of the budget (c)
Domain III comp 8
Participate in the budget planning process for the district.
Dr. Fonda Huneycutt
September 2011
37. Professional Affiliations and Resources (a)
Domain III comp 8
Contact several persons experienced in the position of study, and compile a list of professional association, service organizations, and local, state, and federal agencies that provide expertise and service to the position.
Wes Pierce, ESC IX
March 2012
38. Professional Library (a)
Domain III comp 8
Compile a list of books, publications, training manuals, and district or state publications used or recommended for the superintendent. The list will include resources of the highest quality and relevance to the position and educational leadership.
Wes Pierce, ESC IX
March 2012
20. Facility and Maintenance Administration/ Safety and Security (b)
Domain III comp 9
Meet with head custodian to review job responsibilities and schedules of staff. Observe one custodian for a period of time. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Jeanne Rasure
December 2011
21. Student Transportation (b)
Domain III comp 9
Collect and review school transportation logs for each school vehicle. Work with principal on the requirements and documentation for each bus driver on staff. Reflect on the process of transportation supervision.
John Metzler
October 2011
22. Food Services (b)
Domain III comp 9
Observe a food service worker in the preparation and delivery of a school meal. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Daniela Reynolds
December 2011
15. Change Process (c )
Domain III comp 10
In the Chapter 41 project, devise a plan for any change affecting other individuals. Choose two of these individuals and discuss how they internalized or resisted the change.
Dr. Fonda Huneycutt
May 2012
17. Student Services ( b)
Domain III comp 10
Participate in a career or educational program session with a counselor and a student. Coordinate career and college planning for high school students and reflect on the process.
Jennifer Steadham
September 2011
35. Issue and conflict resolution (a)
Domain III comp 10
After choosing a current issue at school, meet with at least two persons on either side of the issue to ascertain the goals for each side. Ensure that each side understands the goals of the other side. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and addresses all concern. Meet with both sides to reach consensus on the new proposal or plan.
Dr. Fonda Huneycutt
February 2012
Sunday, September 11, 2011
First Draft of Internship Plan
Jennifer Steadham Superintendent Internship Plan
1.Vision/ Mission
(d)
Domain I Comp 2
Invite relevant constituents and lead this group to find consensus on the development of a district , school, or subunit vision statement.
Dr. Fonda Huneycutt
December 2011
2. Strategic Planning
Chapter 41 project
Domain I Comp 2
Develop a strategic plan for a chosen project. This will be a major project involving our Chapter 41 status and bond election process.
Dr. Fonda Huneycutt and Jimmy Raney
November 2012
3.Data Collection and Analysis
(c )
Domain I Comp 2
Review the ways in which assessment data are used by the following: board of education, superintendent, faculty, staff and community relations/information department.
Dr. Fonda Huneycutt and Jimmy Raney
December 2011
5.Negotiating/Consensus Building
Chapter 41 project
Domain I Comp 2
In leading the Chapter 41 project/group, include the steps used to gain consensus during the project plan.
Dr. Fonda Huneycutt and Jimmy Raney
May 2012
6. Collaborative Decision making (a)
Domain I comp 2
Observe a district meeting where Dr. Huneycutt plans to use collaborative decision-making. Observe Dr. Huneycutt’s behavior in outlining goals, seeking information, providing information, elaborating, challenging viewpoints, diagnosing progress and summarizing.
Dr. Fonda Huneycutt
December 2011
4. Effective communication (b)
Domain I comp 3
Write a memo to the faculty relying information that need to be disseminated by the district office. Survey several persons receiving the memo, and obtain advice on its organization, clarity, and intent and any recommendations for improvement.
Dr. Fonda Huneycutt
September 2011
25. community and public relations (b)
Domain I comp 3
With a person involved in public relations, assist in the preparation of a written communication to be sent out to the public.
Dr. Fonda Huneycutt
September 2011
26. parental involvment (d)
Domain I comp 3
Observe a meeting of the site-based committee. Assess the role of the parents in the process and provide any recommendations for increasing the effectiveness of their role.
Karen Wiley
October 2011
27. Climate for Cultural Diversity (a)
Domain I comp 3
Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.
Dawna Vann
March 2012
28. community and business partnerships ( c )
Domain I comp 3
Interview two community members that reside in the district. Focus on their perceptions of the quality of education, concerns, and recommendations for the school.
Dr. Fonda Huneycutt
February 2012
29. Position goals and requirements (c )
Domain I comp 1 & 4
Gather and compile a list of current demands that are placed under the responsibility of the superintendent. Relate these demands to areas on the job description and evaluation.
Dr. Fonda Huneycutt
April 2012
30. philosophy/history of education (c )
Domain I comp 1 & 4
Review the past school board agendas, reports and minutes. Note significant events, policy changes, and recurring themes or concerns that affect eh district today.
Dr. Fonda Huneycutt
November 2011
31. Ethics ( C)
Domain I comp 1 & 4
Meet with a representative group of students. Solicit their beliefs about and experiences with ethical practices in the school or classroom. Using the student perspective, make recommendations for ensuring greater ethical practices for all students.
Dr. Fonda Huneycutt
May 2012
32. Interpersonal Relationships (a)
Domain I comp 1 & 4
Acknowledges the accomplishment of others, encourages others to participate.
Dr. Fonda Huneycutt
May 2012
33. School Board Policy and procedures (b)
Domain I comp 1 & 4
Attend as many board meetings as possible.
Dr. Fonda Huneycutt
May 2012
7. Analyzing the Curriculum (e)
Domain II comp 5
Actively participate in the textbook selection process.
Dr. Fonda Huneycutt
September 2011
8. School Scheduling (b)
Domain II comp 5
Participate in the process of student class scheduling.
Dr. Fonda Huneycutt
March 2012
9. Supervision of instruction (other0
Domain II comp 5
Use the PDAS evaluation system for the supervision of six teachers.
Dr. Fonda Huneycutt
March 2012
13. Supervision of co curricular Education (d)
Domain II comp 5
Meet with a group of randomly selected students to discuss the strengths and weaknesses of co curricular activities.
Dr. Fonda Huneycutt
April 2012
34. Federal Programs Administration (b)
Domain II comp 5
Attend a special education ARD meeting.
Julie Sandusky
September 2012
10. Learning and Motivation Theory (f)
Domain II comp 6
Compile a list of all forms of student recognition (honor roll, letter jackets, student awards, etc) that the school practices. Calculate the percentage of students that receive some type of school recognition.
Dr. Fonda Huneycutt
April 2012
11. Learning Technology (b)
Domain II comp 6
Domain III comp 8
Using a current curriculum, gather information on present and future technology used to support teaching /learning in this subject area. Make recommendations for expanded use of technology, addressing costs, training, and current and future need of the students with the bond election in mind.
Dr. Fonda Huneycutt
December 2011
12. Evaluation of Student Achievement/Testing and Measurements ( b)
Domain II comp 6
Select a subject curriculum. Review the grade distribution for the subject. Devise, distribute, and collect a brief needs assessment relating to strengths and concerns of the testing procedures and grading policy used.
Dr. Fonda Huneycutt
March 2012
16. Student Discipline (other0
Domain II comp 6
As the administrator responsible for discipline, have some one else critique my performance in the student conference with regard to consequences imposed and improving social skills.
Dr. Fonda Huneycutt
November 2011
36. Current issues affecting teaching and learning (a)
Domain II comp 6
Compile a list of current issues that affect teaching and learning. Use research literature and perspective from administrators, teachers, students, and parents in compiling the list. Assess the degrees off importance and urgency for each issue.
Dr. Fonda Huneycutt
April 2012
14. Staff Development/Adult Learning (b)
Domain II comp 7
Obtain the yearly staff development plan. Analyze the plan with respect to school mission, student achievement, and teacher evaluations.
Dr. Fonda Huneycutt
September 2011
23. Personnel Procedures (b)
Domain II comp 7
Interview for a professional position.
Dr. Fonda Huneycutt
September 2011
18. General Office Administration/Technology (c )
Domain III comp 8
Observe the office secretary for a period of time in order to assess the needs and demands of her position. Following the observation, substitute for the secretary to summarize the needs and demands of this position.
Candi Raney and Dr. Fonda Huneycutt
November 2011
19. School operations and policies ( b)
Domain III comp 8
Meet with the school attendance officer. Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school operations.
Dr, Fonda Huneycutt
December 2011
24. Supervision of the budget (c)
Domain III comp 8
Participate in the budget planning process for the district.
Dr. Fonda Huneycutt
September 2011
37. Professional Affiliations and Resources (a)
Domain III comp 8
Contact several persons experienced in the position of study, and compile a list of professional association, service organizations, and local, state, and federal agencies that provide expertise and service to the position.
Wes Pierce, ESC IX
March 2012
38. Professional Library (a)
Domain III comp 8
Compile a list of books, publications, training manuals, and district or state publications used or recommended for the superintendent. The list will include resources of the highest quality and relevance to the position and educational leadership.
Wes Pierce, ESC IX
March 2012
20. facility and Maintenance Administration/ Safety and Security (b)
Domain III comp 9
Meet with head custodian to review job responsibilities and schedules of staff. Observe one custodian for a period of time. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Jeanne Rasure
December 2011
21. Student Transportation (b)
Domain III comp 9
Observe (or drive) one bus route for one day. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Jennifer Steadham
October 2011
22. Food Services (b)
Domain III comp 9
Observe a food service worker in the preparation and delivery of a school meal. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Daniela Reynolds
December 2011
15. Change Process (c )
Domain III comp 10
In the Chapter 41 project, devise a plan for any change affecting other individuals. Choose two of these individuals and discuss how they internalized or resisted the change.
Dr. Fonda Huneycutt
May 2012
17. Student Services ( b)
Domain III comp 10
Participate in a career or educational program session with a counselor and a student.
Jennifer Steadham
September 2011
35. Issue and conflict resolution (a)
Domain III comp 10
After choosing a current issue at school, meet with at least two persons on either side of the issue to ascertain the goals for each side. Ensure that each side understands the goals of the other side. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and addresses all concern. Meet with both sides to reach consensus on the new proposal or plan.
Dr. Fonda Huneycutt
February 2012
1.Vision/ Mission
(d)
Domain I Comp 2
Invite relevant constituents and lead this group to find consensus on the development of a district , school, or subunit vision statement.
Dr. Fonda Huneycutt
December 2011
2. Strategic Planning
Chapter 41 project
Domain I Comp 2
Develop a strategic plan for a chosen project. This will be a major project involving our Chapter 41 status and bond election process.
Dr. Fonda Huneycutt and Jimmy Raney
November 2012
3.Data Collection and Analysis
(c )
Domain I Comp 2
Review the ways in which assessment data are used by the following: board of education, superintendent, faculty, staff and community relations/information department.
Dr. Fonda Huneycutt and Jimmy Raney
December 2011
5.Negotiating/Consensus Building
Chapter 41 project
Domain I Comp 2
In leading the Chapter 41 project/group, include the steps used to gain consensus during the project plan.
Dr. Fonda Huneycutt and Jimmy Raney
May 2012
6. Collaborative Decision making (a)
Domain I comp 2
Observe a district meeting where Dr. Huneycutt plans to use collaborative decision-making. Observe Dr. Huneycutt’s behavior in outlining goals, seeking information, providing information, elaborating, challenging viewpoints, diagnosing progress and summarizing.
Dr. Fonda Huneycutt
December 2011
4. Effective communication (b)
Domain I comp 3
Write a memo to the faculty relying information that need to be disseminated by the district office. Survey several persons receiving the memo, and obtain advice on its organization, clarity, and intent and any recommendations for improvement.
Dr. Fonda Huneycutt
September 2011
25. community and public relations (b)
Domain I comp 3
With a person involved in public relations, assist in the preparation of a written communication to be sent out to the public.
Dr. Fonda Huneycutt
September 2011
26. parental involvment (d)
Domain I comp 3
Observe a meeting of the site-based committee. Assess the role of the parents in the process and provide any recommendations for increasing the effectiveness of their role.
Karen Wiley
October 2011
27. Climate for Cultural Diversity (a)
Domain I comp 3
Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.
Dawna Vann
March 2012
28. community and business partnerships ( c )
Domain I comp 3
Interview two community members that reside in the district. Focus on their perceptions of the quality of education, concerns, and recommendations for the school.
Dr. Fonda Huneycutt
February 2012
29. Position goals and requirements (c )
Domain I comp 1 & 4
Gather and compile a list of current demands that are placed under the responsibility of the superintendent. Relate these demands to areas on the job description and evaluation.
Dr. Fonda Huneycutt
April 2012
30. philosophy/history of education (c )
Domain I comp 1 & 4
Review the past school board agendas, reports and minutes. Note significant events, policy changes, and recurring themes or concerns that affect eh district today.
Dr. Fonda Huneycutt
November 2011
31. Ethics ( C)
Domain I comp 1 & 4
Meet with a representative group of students. Solicit their beliefs about and experiences with ethical practices in the school or classroom. Using the student perspective, make recommendations for ensuring greater ethical practices for all students.
Dr. Fonda Huneycutt
May 2012
32. Interpersonal Relationships (a)
Domain I comp 1 & 4
Acknowledges the accomplishment of others, encourages others to participate.
Dr. Fonda Huneycutt
May 2012
33. School Board Policy and procedures (b)
Domain I comp 1 & 4
Attend as many board meetings as possible.
Dr. Fonda Huneycutt
May 2012
7. Analyzing the Curriculum (e)
Domain II comp 5
Actively participate in the textbook selection process.
Dr. Fonda Huneycutt
September 2011
8. School Scheduling (b)
Domain II comp 5
Participate in the process of student class scheduling.
Dr. Fonda Huneycutt
March 2012
9. Supervision of instruction (other0
Domain II comp 5
Use the PDAS evaluation system for the supervision of six teachers.
Dr. Fonda Huneycutt
March 2012
13. Supervision of co curricular Education (d)
Domain II comp 5
Meet with a group of randomly selected students to discuss the strengths and weaknesses of co curricular activities.
Dr. Fonda Huneycutt
April 2012
34. Federal Programs Administration (b)
Domain II comp 5
Attend a special education ARD meeting.
Julie Sandusky
September 2012
10. Learning and Motivation Theory (f)
Domain II comp 6
Compile a list of all forms of student recognition (honor roll, letter jackets, student awards, etc) that the school practices. Calculate the percentage of students that receive some type of school recognition.
Dr. Fonda Huneycutt
April 2012
11. Learning Technology (b)
Domain II comp 6
Domain III comp 8
Using a current curriculum, gather information on present and future technology used to support teaching /learning in this subject area. Make recommendations for expanded use of technology, addressing costs, training, and current and future need of the students with the bond election in mind.
Dr. Fonda Huneycutt
December 2011
12. Evaluation of Student Achievement/Testing and Measurements ( b)
Domain II comp 6
Select a subject curriculum. Review the grade distribution for the subject. Devise, distribute, and collect a brief needs assessment relating to strengths and concerns of the testing procedures and grading policy used.
Dr. Fonda Huneycutt
March 2012
16. Student Discipline (other0
Domain II comp 6
As the administrator responsible for discipline, have some one else critique my performance in the student conference with regard to consequences imposed and improving social skills.
Dr. Fonda Huneycutt
November 2011
36. Current issues affecting teaching and learning (a)
Domain II comp 6
Compile a list of current issues that affect teaching and learning. Use research literature and perspective from administrators, teachers, students, and parents in compiling the list. Assess the degrees off importance and urgency for each issue.
Dr. Fonda Huneycutt
April 2012
14. Staff Development/Adult Learning (b)
Domain II comp 7
Obtain the yearly staff development plan. Analyze the plan with respect to school mission, student achievement, and teacher evaluations.
Dr. Fonda Huneycutt
September 2011
23. Personnel Procedures (b)
Domain II comp 7
Interview for a professional position.
Dr. Fonda Huneycutt
September 2011
18. General Office Administration/Technology (c )
Domain III comp 8
Observe the office secretary for a period of time in order to assess the needs and demands of her position. Following the observation, substitute for the secretary to summarize the needs and demands of this position.
Candi Raney and Dr. Fonda Huneycutt
November 2011
19. School operations and policies ( b)
Domain III comp 8
Meet with the school attendance officer. Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school operations.
Dr, Fonda Huneycutt
December 2011
24. Supervision of the budget (c)
Domain III comp 8
Participate in the budget planning process for the district.
Dr. Fonda Huneycutt
September 2011
37. Professional Affiliations and Resources (a)
Domain III comp 8
Contact several persons experienced in the position of study, and compile a list of professional association, service organizations, and local, state, and federal agencies that provide expertise and service to the position.
Wes Pierce, ESC IX
March 2012
38. Professional Library (a)
Domain III comp 8
Compile a list of books, publications, training manuals, and district or state publications used or recommended for the superintendent. The list will include resources of the highest quality and relevance to the position and educational leadership.
Wes Pierce, ESC IX
March 2012
20. facility and Maintenance Administration/ Safety and Security (b)
Domain III comp 9
Meet with head custodian to review job responsibilities and schedules of staff. Observe one custodian for a period of time. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Jeanne Rasure
December 2011
21. Student Transportation (b)
Domain III comp 9
Observe (or drive) one bus route for one day. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Jennifer Steadham
October 2011
22. Food Services (b)
Domain III comp 9
Observe a food service worker in the preparation and delivery of a school meal. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Daniela Reynolds
December 2011
15. Change Process (c )
Domain III comp 10
In the Chapter 41 project, devise a plan for any change affecting other individuals. Choose two of these individuals and discuss how they internalized or resisted the change.
Dr. Fonda Huneycutt
May 2012
17. Student Services ( b)
Domain III comp 10
Participate in a career or educational program session with a counselor and a student.
Jennifer Steadham
September 2011
35. Issue and conflict resolution (a)
Domain III comp 10
After choosing a current issue at school, meet with at least two persons on either side of the issue to ascertain the goals for each side. Ensure that each side understands the goals of the other side. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and addresses all concern. Meet with both sides to reach consensus on the new proposal or plan.
Dr. Fonda Huneycutt
February 2012
Sunday, September 4, 2011
Professional Vita
Jennifer Steadham
Education/Certification
Master of Education Educational Leadership, Lamar University,
Beaumont, Texas, May 2011
Bachelor of Science Mathematics, Texas Woman’s University, Denton, Texas, 2001, Magna Cum Laude
Principal Certificate Texas Principal’s Certificate
Teacher Certificate 6-12 Mathematics, Texas
Leadership Experience
Assistant Principal
Forestburg ISD, Forestburg, Texas, June 2009-present
Served as textbook coordinator monitoring and reporting all textbooks for district to EMAT and administrative office.
Served as PDAS evaluator for educators and completed evaluations of auxiliary personnel.
Served as RTI administrator monitoring progress of students and documenting all interventions for each tier.
Served as GT coordinator for two years working with to meet the needs of GT students in the general classroom.
Served as special education administrator for 90% of ARD meetings for the district.
Served as TAKS coordinator for district for four years leading staff development and monitoring all procedures involving state testing.
Served as UIL coordinator for district for nine years leading staff development, coaching events, and entering contestants online as well as coordinating the high school district meet for seven years.
Presented staff development in RTI, CPI, UIL COPE training, TAKS training, data disaggregation, emergency procedures, bullying, harassment, and curriculum development.
Served as mentor to new hires for district and all mathematics teachers.
Developed personal graduation plans for all high school students and scheduled all classes for 2009-2010, 2010-2011, and 2011-2012 school years.
Created, in conjunction with the SBDM committee, the student code of conduct and the student handbook.
Created the employee handbook and professional development schedule for three years.
Monitored curriculum, instruction, and assessment for district.
Managed student discipline referrals and served as administrator for varsity and sub-varsity games.
Mathematics Curriculum Specialist
Forestburg ISD, Forestburg, Texas 2003-present
Implemented mathematics checklists as well as scope and sequence for K-12 mathematics classes.
Supervised new teachers to ensure curriculum guidelines were covered.
Adopted mathematics textbooks for K-12 classes.
Provided training for all mathematics instructors on disaggregating data and released tests to serve the needs of all students.
Mentored all new hires to district and iTeach Texas interns.
Provided all remediation for grades 3-11 TAKS students in mathematics.
Taught grades 6-12 mathematics for three years, grades 7-12 for five years, grades 8-12 for two years, and grades 9-12 for one year.
UIL District Academic Meet Director
District 18-A(at present), Texas 2003-present
Hosted academic meet for 250+ students each year at a major university campus.
Coordinated the entries, judges, and schools for eight to fourteen schools each year.
Coordinated planning meetings for the district at various locations throughout the north Texas area.
High School Director and President-Elect for TMSCA
Texas, 2005-present
Directed the state meet for 2000+ competitors in Texas Math & Science Coaches Association at University of Texas at San Antonio for five years.
Served as a voting member of the non-profit board that oversees all operations with an annual budget of $300,000.
Site Based Decision Making Team (SBDM) Chairperson
Forestburg ISD, Forestburg, Texas, 2004-present
Led team in decision-making process for student discipline, student code of conduct, curriculum development, and hiring of new employees.
Coordinated SBDM team and PBMAS team to implement full inclusion in 2005-2006 school year.
Performance Based Monitoring Analysis System (PBMAS) Chairperson
Forestburg ISD, Forestburg, Texas, 2004-2006
Coordinated efforts with SBDM team to implement full inclusion for 2005-2006 school year.
Recognized by Texas Education Agency at Special Education Conference and presented data to conference attendees on the success of the program at Forestburg ISD.
Teaching Experience
Mathematics teacher (6-12)
Forestburg ISD, Forestburg, Texas, 2001- present
Developed and implemented scope and sequence for K-12 mathematics classes.
Improved mathematics testing scores to 93 % consistently.
Encouraged competitive mathematics teams in UIL, TMSCA, and MATHCOUNTS and coached 12-15 students at regional or state competitions each year.
Served as representative to Texas Education Agency for item-review and data-review committees.
Additional Training and Professional Development
“Instructional Leadership Development (ILD)”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009.
“Response to Intervention (RTI)”, Region IX Educational Service Center, Wichita Falls, Texas, June 2009.
“Professional Development and Appraisal System (PDAS)”, Region IX Educational Service Center, Wichita Falls, Texas, October 2009.
“Crisis Prevention Institute Training: Nonviolent Response (CPI)”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009. Refresher, August 2011.
“CSOPE Curriculum System”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009 and August 2011
“TAKS District Coordinator Training”, Region IX Educational Service Center, Wichita Falls, Texas, October 2008, January 2009, January 2010, and January 2011.
“Mathematics Collaborative”, Region IX Educational Service Center, Wichita Falls, Texas, May 2009 and May 2010.
Presentations
Steadham, J. (2009, June). Making Connections with Tables, Graphs, and Measurement. Presentation at Region IX Educational Service Center, Wichita Falls, Texas.
Steadham, J. (2009, January; 2010, January; 2011, January).TAKS Training for Forestburg ISD. Presentation at Forestburg ISD, Forestburg, Texas.
Steadham, J. (2008, August; 2009, August; 2010 August; 2011 August).Data Disaggregation.. Presentation at Forestburg ISD, Forestburg, Texas. (annual presentation)
Steadham, J. (2008, August). UIL COPE Training. Presentation at Forestburg ISD, Forestburg, Texas. ( annual presentation)
ReferencesReferences will be provided upon request.
Education/Certification
Master of Education Educational Leadership, Lamar University,
Beaumont, Texas, May 2011
Bachelor of Science Mathematics, Texas Woman’s University, Denton, Texas, 2001, Magna Cum Laude
Principal Certificate Texas Principal’s Certificate
Teacher Certificate 6-12 Mathematics, Texas
Leadership Experience
Assistant Principal
Forestburg ISD, Forestburg, Texas, June 2009-present
Served as textbook coordinator monitoring and reporting all textbooks for district to EMAT and administrative office.
Served as PDAS evaluator for educators and completed evaluations of auxiliary personnel.
Served as RTI administrator monitoring progress of students and documenting all interventions for each tier.
Served as GT coordinator for two years working with to meet the needs of GT students in the general classroom.
Served as special education administrator for 90% of ARD meetings for the district.
Served as TAKS coordinator for district for four years leading staff development and monitoring all procedures involving state testing.
Served as UIL coordinator for district for nine years leading staff development, coaching events, and entering contestants online as well as coordinating the high school district meet for seven years.
Presented staff development in RTI, CPI, UIL COPE training, TAKS training, data disaggregation, emergency procedures, bullying, harassment, and curriculum development.
Served as mentor to new hires for district and all mathematics teachers.
Developed personal graduation plans for all high school students and scheduled all classes for 2009-2010, 2010-2011, and 2011-2012 school years.
Created, in conjunction with the SBDM committee, the student code of conduct and the student handbook.
Created the employee handbook and professional development schedule for three years.
Monitored curriculum, instruction, and assessment for district.
Managed student discipline referrals and served as administrator for varsity and sub-varsity games.
Mathematics Curriculum Specialist
Forestburg ISD, Forestburg, Texas 2003-present
Implemented mathematics checklists as well as scope and sequence for K-12 mathematics classes.
Supervised new teachers to ensure curriculum guidelines were covered.
Adopted mathematics textbooks for K-12 classes.
Provided training for all mathematics instructors on disaggregating data and released tests to serve the needs of all students.
Mentored all new hires to district and iTeach Texas interns.
Provided all remediation for grades 3-11 TAKS students in mathematics.
Taught grades 6-12 mathematics for three years, grades 7-12 for five years, grades 8-12 for two years, and grades 9-12 for one year.
UIL District Academic Meet Director
District 18-A(at present), Texas 2003-present
Hosted academic meet for 250+ students each year at a major university campus.
Coordinated the entries, judges, and schools for eight to fourteen schools each year.
Coordinated planning meetings for the district at various locations throughout the north Texas area.
High School Director and President-Elect for TMSCA
Texas, 2005-present
Directed the state meet for 2000+ competitors in Texas Math & Science Coaches Association at University of Texas at San Antonio for five years.
Served as a voting member of the non-profit board that oversees all operations with an annual budget of $300,000.
Site Based Decision Making Team (SBDM) Chairperson
Forestburg ISD, Forestburg, Texas, 2004-present
Led team in decision-making process for student discipline, student code of conduct, curriculum development, and hiring of new employees.
Coordinated SBDM team and PBMAS team to implement full inclusion in 2005-2006 school year.
Performance Based Monitoring Analysis System (PBMAS) Chairperson
Forestburg ISD, Forestburg, Texas, 2004-2006
Coordinated efforts with SBDM team to implement full inclusion for 2005-2006 school year.
Recognized by Texas Education Agency at Special Education Conference and presented data to conference attendees on the success of the program at Forestburg ISD.
Teaching Experience
Mathematics teacher (6-12)
Forestburg ISD, Forestburg, Texas, 2001- present
Developed and implemented scope and sequence for K-12 mathematics classes.
Improved mathematics testing scores to 93 % consistently.
Encouraged competitive mathematics teams in UIL, TMSCA, and MATHCOUNTS and coached 12-15 students at regional or state competitions each year.
Served as representative to Texas Education Agency for item-review and data-review committees.
Additional Training and Professional Development
“Instructional Leadership Development (ILD)”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009.
“Response to Intervention (RTI)”, Region IX Educational Service Center, Wichita Falls, Texas, June 2009.
“Professional Development and Appraisal System (PDAS)”, Region IX Educational Service Center, Wichita Falls, Texas, October 2009.
“Crisis Prevention Institute Training: Nonviolent Response (CPI)”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009. Refresher, August 2011.
“CSOPE Curriculum System”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009 and August 2011
“TAKS District Coordinator Training”, Region IX Educational Service Center, Wichita Falls, Texas, October 2008, January 2009, January 2010, and January 2011.
“Mathematics Collaborative”, Region IX Educational Service Center, Wichita Falls, Texas, May 2009 and May 2010.
Presentations
Steadham, J. (2009, June). Making Connections with Tables, Graphs, and Measurement. Presentation at Region IX Educational Service Center, Wichita Falls, Texas.
Steadham, J. (2009, January; 2010, January; 2011, January).TAKS Training for Forestburg ISD. Presentation at Forestburg ISD, Forestburg, Texas.
Steadham, J. (2008, August; 2009, August; 2010 August; 2011 August).Data Disaggregation.. Presentation at Forestburg ISD, Forestburg, Texas. (annual presentation)
Steadham, J. (2008, August). UIL COPE Training. Presentation at Forestburg ISD, Forestburg, Texas. ( annual presentation)
ReferencesReferences will be provided upon request.
Friday, December 18, 2009
Jennifer Steadham
EDLD 5352
Week 5
Reflective Paper
Until I received the syllabus and loaded the courseware for this class, I did not realize that Instructional Leadership would be the technology link. I am not sure what I thought the content focus would be, but I was surprised to learn that it would be about technology. Initially, I was unsure of how the course would go as I have always known that I was not a digital native, but I have always thought that I have kept up with the times and learned new skills. As the course progressed, I realized that the mathematics collaborative with which I am working is right on track. Each session is focused on technology integration in mathematics classrooms. As the assistant administrator at my school, I just attended, with our superintendent, a session at our regional service center about Project Share and the direction that professional development across the state in headed. I share with my superintendent what I am learning in my courses on a regular basis; she insists that I must be enrolled in a leading edge program.
After reading the assignment list for this course and taking the pre-course evaluation, I hoped that I would learn a great deal as my score on the pre-course evaluation was miserable. I was disappointed in my score as I did not even understand some of the terminology in the evaluation. My post-course evaluation was much better. I feel that I have learned a great deal from this course and the assignments I completed for this class. My principal, technology coordinator, and I just finished writing our technology plan for the next three years. It was a new experience for all three of us. In the midst of completing this task, I was taking this course. I feel that everything I learned in this course is directly applicable to my current position and future in administration. I had never considered the Texas Long-Range Plan for Technology until this course. I knew the TEKS and what I should do in my classroom, but I had not considered my scheduling for the entire school with the plan in mind. I have revised my departmentalization plan for grades four through eight for the next school year. While I was satisfied with my plan, I have now “tweaked” the schedule and professional development plans with student needs and technology resources in mind.
The course assignments were lengthy with the readings and the work, but I cannot say what could be left undone. I gained some insight from most articles and felt successful in completing the assignments. I had never read a blog or even could say I knew very much about blogging until this course. Creating my blog was not a difficult task, but I do not think that I would have ever created a blog without this course assignment. I understand the issues of student blogging and internet predators, but I also know that with the teaching of cyber ethics and responsible behavior on the part of the educators and students, blogging can have educational merit. Just as we must supervise students at school, we must supervise their internet activity. Administrators must have policies for educators and students address security and ethical use of technology.
By blogging, students and educators can learn new information rapidly. New information can be found from around the world; students have the potential to tap into expert knowledge in many forms using the internet and blogging. Students also feel more freedom in expressing their needs and frustrations when texting or blogging. This enables teachers to identify needs more rapidly in those students who might not admit in class that they are struggling.
Prensky (2008) wrote that students have to power down to come to school. Learning should not stop or be boring, and schools should not ban technology just because it is not the way we have always done things. I have learned from this course and in my own experience in education that we must move forward and embrace new ideas. Just because kids are crazy about technology doesn’t mean that teachers should try to fight it. Working with technology and integrating technology into our classrooms can make our classrooms more engaging and productive. As educators, we can communicate with one another and with other stakeholders by blogging and wikis to collaborate and work in the best interest of students.
While taking this course, I feel that I have improved my technology vocabulary and skills. I am able to talk about blogging, wikis, and technology integration with more ease. I feel a great deal more comfortable in the administration realm as a result of the work done in this course. As with any new skill learned, I must practice, but I have impressed some of my students with the fact that I have a blog. They groaned when I told them it was about education; I informed my students that I might need some technology assistance, and every kid wanted to help. Imagine if I could get them to share math skills and knowledge with each other using technology. I would be one happy math teacher. Imagine if I could get my staff to collaborate on lesson plans using technology, I would be one happy administrator.
Works Cited
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
EDLD 5352
Week 5
Reflective Paper
Until I received the syllabus and loaded the courseware for this class, I did not realize that Instructional Leadership would be the technology link. I am not sure what I thought the content focus would be, but I was surprised to learn that it would be about technology. Initially, I was unsure of how the course would go as I have always known that I was not a digital native, but I have always thought that I have kept up with the times and learned new skills. As the course progressed, I realized that the mathematics collaborative with which I am working is right on track. Each session is focused on technology integration in mathematics classrooms. As the assistant administrator at my school, I just attended, with our superintendent, a session at our regional service center about Project Share and the direction that professional development across the state in headed. I share with my superintendent what I am learning in my courses on a regular basis; she insists that I must be enrolled in a leading edge program.
After reading the assignment list for this course and taking the pre-course evaluation, I hoped that I would learn a great deal as my score on the pre-course evaluation was miserable. I was disappointed in my score as I did not even understand some of the terminology in the evaluation. My post-course evaluation was much better. I feel that I have learned a great deal from this course and the assignments I completed for this class. My principal, technology coordinator, and I just finished writing our technology plan for the next three years. It was a new experience for all three of us. In the midst of completing this task, I was taking this course. I feel that everything I learned in this course is directly applicable to my current position and future in administration. I had never considered the Texas Long-Range Plan for Technology until this course. I knew the TEKS and what I should do in my classroom, but I had not considered my scheduling for the entire school with the plan in mind. I have revised my departmentalization plan for grades four through eight for the next school year. While I was satisfied with my plan, I have now “tweaked” the schedule and professional development plans with student needs and technology resources in mind.
The course assignments were lengthy with the readings and the work, but I cannot say what could be left undone. I gained some insight from most articles and felt successful in completing the assignments. I had never read a blog or even could say I knew very much about blogging until this course. Creating my blog was not a difficult task, but I do not think that I would have ever created a blog without this course assignment. I understand the issues of student blogging and internet predators, but I also know that with the teaching of cyber ethics and responsible behavior on the part of the educators and students, blogging can have educational merit. Just as we must supervise students at school, we must supervise their internet activity. Administrators must have policies for educators and students address security and ethical use of technology.
By blogging, students and educators can learn new information rapidly. New information can be found from around the world; students have the potential to tap into expert knowledge in many forms using the internet and blogging. Students also feel more freedom in expressing their needs and frustrations when texting or blogging. This enables teachers to identify needs more rapidly in those students who might not admit in class that they are struggling.
Prensky (2008) wrote that students have to power down to come to school. Learning should not stop or be boring, and schools should not ban technology just because it is not the way we have always done things. I have learned from this course and in my own experience in education that we must move forward and embrace new ideas. Just because kids are crazy about technology doesn’t mean that teachers should try to fight it. Working with technology and integrating technology into our classrooms can make our classrooms more engaging and productive. As educators, we can communicate with one another and with other stakeholders by blogging and wikis to collaborate and work in the best interest of students.
While taking this course, I feel that I have improved my technology vocabulary and skills. I am able to talk about blogging, wikis, and technology integration with more ease. I feel a great deal more comfortable in the administration realm as a result of the work done in this course. As with any new skill learned, I must practice, but I have impressed some of my students with the fact that I have a blog. They groaned when I told them it was about education; I informed my students that I might need some technology assistance, and every kid wanted to help. Imagine if I could get them to share math skills and knowledge with each other using technology. I would be one happy math teacher. Imagine if I could get my staff to collaborate on lesson plans using technology, I would be one happy administrator.
Works Cited
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
Monday, December 14, 2009
Technology Action Plan
Action Plan
Project:
FISD will improve the integration of technology with instructional and organizational leadership by gathering, analyzing, and using data from STaR chart surveys, staff, parent, and student survey of needs, AEIS data, and other relevant sources from stakeholders. In an effort to move to advanced tech per the STaR chart data and then onto a target tech rating, the progress must be measurable. The expected improvement should be advanced tech by Fall 2012 and target tech by Fall 2014. While this is not a quick turnaround, it should be successful with making certain that all stakeholders make the transition to advanced tech and finally target tech.
Plan:
· Survey all stakeholders and use data to create professional development plans tailored to meet stakeholder needs.
· Hold professional development in the integration of technology for each content area along with professional development in departmentalizing grades 4-8.
· Hold professional development in the use of active white boards.
· Hold professional development in the use of document cameras, digital cameras, and wireless access routers.
· Hold professional development online with Project Share and regional service center.
· Have computer/Internet access in the library for parents and community members.
· Have a laptop for each secondary student to integrate technology into each content area.
· Use asset management software to track computers.
· Use Project Share to collaborate with other teachers and regional service centers.
Evaluation of plan:
Using district student achievement data, stakeholder exit surveys, lesson plans, and usage data, the success and access of technology integration can be evaluated. This evaluation must be done by the SBDM team, principal, and superintendent in a timely and ongoing fashion. The technology team (SBDM chairperson, principal, technology coordinator, and content area chairpersons) must meet at least twice per semester to evaluate the progress and usage data to “tweak” the plan. The principal will evaluate lesson plans and use walkthroughs as well as formal observations to insure that technology integration is implemented.
Project:
FISD will improve the integration of technology with instructional and organizational leadership by gathering, analyzing, and using data from STaR chart surveys, staff, parent, and student survey of needs, AEIS data, and other relevant sources from stakeholders. In an effort to move to advanced tech per the STaR chart data and then onto a target tech rating, the progress must be measurable. The expected improvement should be advanced tech by Fall 2012 and target tech by Fall 2014. While this is not a quick turnaround, it should be successful with making certain that all stakeholders make the transition to advanced tech and finally target tech.
Plan:
· Survey all stakeholders and use data to create professional development plans tailored to meet stakeholder needs.
· Hold professional development in the integration of technology for each content area along with professional development in departmentalizing grades 4-8.
· Hold professional development in the use of active white boards.
· Hold professional development in the use of document cameras, digital cameras, and wireless access routers.
· Hold professional development online with Project Share and regional service center.
· Have computer/Internet access in the library for parents and community members.
· Have a laptop for each secondary student to integrate technology into each content area.
· Use asset management software to track computers.
· Use Project Share to collaborate with other teachers and regional service centers.
Evaluation of plan:
Using district student achievement data, stakeholder exit surveys, lesson plans, and usage data, the success and access of technology integration can be evaluated. This evaluation must be done by the SBDM team, principal, and superintendent in a timely and ongoing fashion. The technology team (SBDM chairperson, principal, technology coordinator, and content area chairpersons) must meet at least twice per semester to evaluate the progress and usage data to “tweak” the plan. The principal will evaluate lesson plans and use walkthroughs as well as formal observations to insure that technology integration is implemented.
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