Action Research

Ambition, Initiative and Courage: Aledo I.S.D Teacher Leadership Academy

Erin Griffith

Lamar University

Ambition, Initiative and Courage: Aledo I.S.D Teacher Leadership Academy

Abstract

The Aledo ISD Teacher Leadership Academy was formed to help teachers advance in their careers and exert more influence in district decision making. Teachers and administrators had expressed concern with current levels of leadership opportunities for teachers that were looking to take on more of a leadership role in the district. The district looked to implement a program that would service teachers that were interested in building leadership and capacity among all teachers, improving their professional practice, developing a culture of shared accountability and responsibility for the success of the schools in the district, and demonstrating ethical principles that uphold the code of ethics and standards for professional conduct.

 Minimum requirements for teachers in the academy included: a minimum of proficient on each domain on appraisal instrument for the last two years and a minimum of two years teaching experience. The candidates must also show evidence of: commitment to academic rigor to increase student achievement, instruction expertise, professional resilience and integrity, commitment to continuous learning, strong communication skills and a commitment to equity and excellence.

On November 27,2012 a survey was sent out that supported the need for a program to be created. Applications were made available to all teachers in the district and all interested teachers were invited to an informational session on December 5, 2012. After applications were received, 26 teachers were selected and notified of their acceptance into the program. Selected teachers ranged from all levels and represented 7 of the 9 campuses in the district. The first TLA meeting was held in the Walsh room of the Aledo ISD administration building on January 15, 2015.

Since the selection of the first cohort of the TLA, members have participated in a detailed book study, performed campus needs assessments for summer professional development opportunities, presented findings to district leaders, and collaborated to restructure and develop a new summer professional development model. The TLA meetings will be facilitated by the Director for Testing and Accountability, Denise Dugger and meeting agendas will be driven by the 26 teachers in the cohort. The academy will be 2 years in length with the first year focusing on the development of leadership skills and experiences and the second leading new cohort members forward.

Introduction

The Aledo I.S.D. Teacher Leadership Academy was formed after district administrators began to recognize a need for opportunity to encourage teachers to take on leadership roles in the district. Aledo I.S.D. has had a reputation for high standards in many areas including: Academics, Financial Management, and success in student Extra-Curricular Activities (see chart on page 2.)  The district has recognized that in order to support continued growth in these areas, developing teacher leaders needs to become a priority.

Aledo I.S.D had an enrollment of 4,713 students for the 2012-2013 school year. It is home to 9 campuses that include 4 elementary campuses, a 6^th grade campus, a junior high, a ninth grade center, an alternative learning center, and the a high school. The district services a rural community outside of Fort Worth, Texas whose students are ethnically represented as follows: African American –1.41%, Hispanic –10.46%, White – 84.59 %, Native American – 0.62%,  Asian/Pacific Islander – 0.90%. 12.43% of the student population is Economically Disadvantaged, 2.54% is Limited English Proficient (LEP), 17.42% is At-Risk, 7.24% is Special Education, and 8.11% is Gifted and Talented. The district served 0.02% migrant students during the school year and 42 homeless students.  The district has a total staff of 352 teachers, professional support, campus administration and central office administration. The turnover rate for staff in 2010-2011 was 12.4%. According to the district comprehensive needs assessment, Aledo ISD receives state, local and federal funding including:  Title I, II, III, Carl Perkins, IDEA Formula and Preschool. The district received the state’s highest financial integrity rating for the eighth consecutive year. The district serves students from PPCD through 12th grade. Staff includes 59.6% teachers, 8.6% professional support, 7.4% educational aides, 5.2% campus administration, 1.3% central administrative staff and 18.0% auxiliary staff. The student-to-teacher ratio during the 2010-11 school year was higher than the state average at every elementary grade level and in all secondary subject areas. The overall (total number of students in the district divided by total number of teachers) ratio for the state was 14.7 students per teacher; the ratio for Aledo ISD was 16.5 students per teacher.

 See chart below for achievement highlights.

Academics	Financial Management	Extra-Curricular Activity
Class of 2012 had 389 graduates who earned over $10 million in scholarship offers	Aledo ISD received "Superior" rating for tenth straight year in the state's financial integrity ratings system ("FIRST" rating)	Aledo High School ranked 8th in State in UIL Lone Star Cup which measures combined scores for all extra-curricular activities governed by the UIL
Aledo HS ranked in top 5% of all state and national high schools by US News and World Report Magazine	Annual school taxes on the average home in Aledo ISD are approximately $3,300	Band and One Act Play qualified for state competition
Aledo HS finished second in state in UIL Academics competition	Despite $5 million in state funding cuts in 201113, no cuts in staff or programs.	8 district championships in boys and girls athletics
All state tests scores well above state and local averages		4A Division II State Champions in Football
Aledo ISD was in the 28% of districts that met AYP in 2012		45 student athletes were named Academic All State

After analyzing this data and meeting with district administrators it was noted that the district is preparing to add several schools to support impending community growth. Also, with such high student expectation, the question arose, “What are we doing to raise the bar for our teachers as well?” The hope was to prepare future leaders in the district to open new schools and facilitate positive change to support the needs of stakeholders. I am currently a 5^th grade teacher at Stuard Elementary and am a first year teacher to the district.  After several collaborative meetings with the Executive Director of Curriculum, Kathy Allen, and Executive Director of Professional Development and Accountability, Denise Dugger, we decided to research and develop a plan for implementing a teacher leadership program for district educators.  We discussed expected challenges that included: teacher buy in, teachers giving up time outside of school, administrative support at the campus level, aligned vision for change, and a culture of isolation that has kept teachers strengths and ideas within the four walls of the classroom.

The need for an increase in leadership opportunities for current teachers in the district was selected as the target issue. With the changing expectations of classroom instruction to fit the needs of our 21^st century students, it was imperative that teachers stay abreast of current research and trends in education. With limited staffing at the administrative level, teacher leaders could play a major role in shaping the future of Aledo I.S.D. This study will address how Aledo I.S.D will create opportunities and support a culture within it’s schools for teachers, that promote collaboration, sharing of practice, leading from the classroom, and collective responsibility for the success of students.

Through the research, development and implementation of the Aledo Teacher Leadership Academy, educators will become leaders in the district through leadership development, data driven decision making, and building leadership skills and capacity among all teachers.  Projects that are lead by teachers in the academy will shape professional development, which will affect all teachers in the district as well as students on all campuses. Through experience that is gained in TLA, the hope is to provide teachers with specific leadership skills to go forward and lead the district in opening new schools and facilitating positive change for all stakeholders. Participation in this process will give me experience in many areas of leadership concentrating on my ability to promote collaboration, decision- making, problem solving, facilitating team building and developing consensus among district administrators.

Relevant Terms

Title I: ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.

Title II: (1) increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and

(2) hold local educational agencies and schools accountable for improvements in student academic achievement.

Title III: The program helps eligible IHEs to become self-sufficient and expand their capacity to serve low-income students by providing funds to improve and strengthen the academic quality, institutional management, and fiscal stability of eligible institutions.

Limited English Proficient: This means persons who are unable to communicate effectively in English because their primary language is not English and they have not developed fluency in the English language.

Carl Perkins: defines vocational-technical education as organized educational programs offering sequences of courses directly related to preparing individuals for paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree. Programs include competency-based applied learning which contributes to an individual's academic knowledge, higher-order reasoning, problem solving skills, and the occupational-specific skills necessary for economic independence as a productive and contributing member of society.

PPCD:  Eligible children with disabilities, ages 3-21, are entitled to receive a free and appropriate public education (FAPE) under the Individuals with Disabilities Act (IDEA).

Literature Review

Teacher Leadership Programs are becoming more and more critical with a growing focus on the instructional paradigm shift in education. Schools are looking for leaders who facilitate collaboration, creativity and growth among their staff.  Administrators acting solely as managers who make every decision authoritatively will no longer cut it. Leaders should build opportunity for those around them to use their talents.  In the Leadership book, “Multipliers, “ by Liz Wiseman she points out an intriguing point.

“ We’ve all had experience with two dramatically different types of leaders. The first type drains intelligence, energy, and capability from the people around them and needs to be the smartest person in the room. These are the idea killers, the energy sappers, the “Diminishers” of talent and capability.  (Wiseman, 2010)

On the other side of the spectrum are leaders who use their intelligence to amplify the smarts and capabilities of the people around them. When these leaders walk into a room, light bulbs go on; ideas flow and problems get solved. These are the leaders who inspire teachers and administrators to stretch themselves and surpass expectations. These leaders use their smarts to make everyone around them smarter and more capable. These leaders are Multipliers. The educational system needs “Intelligence Multipliers” right now, especially when leaders must do more with less.” (Wiseman, 2010)

This quote really captures the type of leadership we are looking to create in Aledo I.S.D.  As stated above, we are being asked to do more with less. We can do it, and do it well if our teachers are conscious of their ability to be an Intelligence Multiplier.

A recent article in Education Week Teacher, defined teacher leaders as,

 “ Educators who take the reins on initiatives and projects outside their own classrooms. They might head professional learning communities, mentor new teachers, work with community nonprofits, or engage with policymakers at the district, state, or even national level. Teacher leaders are often trusted sources of advice at their schools. And in many cases, they're catalysts for school change.” (Link, 2012)

When we began developing the outline of what Teacher Leadership would look like in our district, we took a close look at this article. We were inspired to create opportunities for teachers to “take the reins,” and become the “catalyst for change” in our schools. We felt that would best be accomplished through forming a Teacher Leader Academy that would focus on just that. Our district is filled with teacher leaders who lead in non-traditional and traditional ways. Getting those teachers to step out from the shadows of the four walls of their classrooms would be our challenge.

Education Weekly recently published an interview with National Teacher of the Year, Rebecca Mieliwocki , a 7^th grade Science teacher from Burbank, California. They asked her to describe her definition of teacher leadership and discuss her role as a teacher leader.

“First of all, teacher leaders see themselves as an important and vital part of something bigger than themselves. A teacher leader doesn’t just see his or her class of 30 or 150 or seven, they see themselves as embedded in the fabric of an entire school and believe that every kid is their kid. They see themselves as on a quest to learn and improve. A teacher leader is somebody that has thrown open the door to the classroom, has invited in as many people as possible, and has asked for feedback.

A teacher leader expertly and elegantly finds ways to speak difficult truths to the people that need to hear them. Not in a negative way. A teacher leader holds another teacher on the shoulder and says, "When I hear you talk about your kids, it's very negative. The standard that you verbalize you've set for them is very low. I would like to hear you talk about how your kids can do anything. When we give little people a reason to reach, they will.” That conversation is a very difficult one for professionals to have. But true leaders are not afraid of that conversation because they've opened themselves up to it in their own careers.” (Mieliwocki , 2012)

Mieliwocki’s answer is powerful. Her 2012 platform is to restore “dignity and admiration to teachers.” She has also been outspoken about her support for tiered career ladders—coupled with differentiated pay—as a way to give teachers more career-advancement opportunities. (Heiten, 2012)

Across the country Teacher Leadership programs are being established to support the changing needs of today’s teachers. The National Teacher Leader Academy, which is a signature program of National Geographic, is one such example.

“NTLA provides intensive, high-quality professional development for practicing teachers who are selected for their potential to become state and national-level leaders for the transformation of geographic education. This two-year program enables teachers to develop their own teaching skills, become members of a tight-knit professional community, and prepares them to deliver professional development and serve as mentors to other teachers in their home communities.
The NTLA model, teachers attend one-week, residential institutes in two successive summers, with ongoing participation in online professional communities during the academic years. During the first academic year, teachers practice and reflect upon what they have learned. In the second summer, teachers return for a program focusing on teacher leadership. In this institute, they learn and practice the facilitation of professional development, mentoring, and coaching, in the context of the content and pedagogy that was the focus of their first year. During year two and beyond, they utilize these teacher leadership skills by providing professional development in their own schools, districts, or states through conferences, workshops, and ongoing communities of practice.” ("National Teacher Leadership," 2013)

Through the Aledo Teacher Leadership Academy, we hope teachers will spend the first year perfecting their craft and the second facilitating professional development for other future teacher leaders.  “With desire and commitment the leader builds a fire inside that catches others on fire. No matter the odds, the leader knows that any task can be accomplished.” (Wong, 1991)

Action Research Design

Subject

In conducting our research for the Teacher Leadership Academy we wanted to target teachers ranging from Pre-K to 12^th grade, including support staff such as campus librarians, instructional technologists, and counselors. The leadership survey was sent out to all 352 teachers in the district. We hoped to include teachers from all campuses and a variety of teaching backgrounds to encourage district wide collaboration and alignment.

Procedures

To address the need for increased opportunity for teachers to advance in their careers and exert more influence in district decision making a Teacher Leadership Academy was formed.  The process began with several meetings between the Director of Testing and Accountability, Denise Dugger and myself. Our first meeting was November 6, 2012. Our agenda was to brainstorm ideas for the TLA, develop guidelines for participants and establish goals for the members.  We decided during the meeting to send out a Survey Monkey to all Aledo ISD staff that included the following questions:

1. Do you feel there is ample amount of teacher leadership opportunities available in the district?
2. Would you be interested in a Teacher Leadership Academy that would allow you to influence others through collaboration and action research?
3. Do you believe teachers can influence positive change in their colleagues?  If so, are you interested in becoming a change agent at your campus?
4. What activities would make this a worthwhile experience for you?
5. Would you be willing to give time outside of the school day to participate in a Leadership Academy?

We used the feedback from the survey to develop goals and a time frame for the first cohort of the TLA.  From the survey we were able to decide on a firm timeline and identify some of the activities that would be accomplished in the first meeting. The time line went as follows:

1. Broadcast Leadership Academy Interest Survey November 30, 2012
2. Conduct overview meeting on December 5^th at 4pm in the Walsh Room. Will use the PPT with some additions.
3. Applications due on December 17^th.
4. TLA Cohort I announced on December 14th.
5. First meeting January 10th, 4-6pm, Walsh Room. Will review other meeting dates at that time with the group.
6. Multiplier’s Books ordered (TLA book study.)

            For the informational meeting that was held on the 5^th of December, we sent invitations and created Power Point that would guide the meeting.

Forty teachers attended the informational meeting where we reviewed the points from the Power Point and passed out applications. Completed forms were due December 6, 2012 and accepted applicants would be notified on December 12, 2012. Minimum requirements included a proficient rating on each domain in their appraisal instrument for the past two years and two years teaching experience. Teachers accepted into Cohort 1 were notified via email that included expected meeting dates. The message was as follows:

CONGRATULATIONS!

You have officially been selected to participate in the 1^st Annual Teacher Leader Academy!

It is an honor and a pleasure to work beside each of you as we TAKE IT TO THE NEXT LEVEL

Learning and growing together

Looking forward to seeing you in January!

Here are the dates for the TLA Cohort 1 meetings for 2013:

January 15, 2013

February 12, 2013

March 19, 2013

April 9, 2013

May 21, 2013

All meetings are in the Walsh room from 4:00 – 6:00pm.

 Unfortunately we are not able to offer daycare services during our meeting times.

Data Collection

To collect data for this project we used a variety of resources including the comprehensive district needs assessment that was posted on the district website, the Aledo Plan on a Page, several meetings and collaborative discussions with administrators and Survey Monkey to establish timelines and guidelines for the project.  Questions in the survey were yes and no questions with the option for input.

Findings

Through our Survey Monkey we were able to gather information that allowed us to establish goals and parameters for the TLA. The survey was broadcasted out on November 30, 2012. Three hundred and fifty two teachers received the survey and we received feedback form 73. The results were as follows:

Question 1: Do you feel there is ample amount of teacher leadership opportunities in the district?

 Key:

Blue: Teachers that felt there was enough opportunity for Teacher Leadership

Red: Teachers that felt there needed to be more

Green: Weren’t sure

Question 2: Would you be interested in a Teacher Leadership Academy that would allow you to influence others through collaboration and action research?

Red: No

Blue: Yes

Green: Possibly

Question 3: A.Do you believe teachers can influence positive change in their colleagues? B. If so, are you interested in becoming a change agent at your campus?

Part A: 

Red: possibly

Blue: No

Green: Yes

Part B

Red: Possibly

Blue: No

Green: Yes

Question 4: What activities would make this a worthwhile experience for you?

This question was open ended and received a variety of answers.

Question 5: Would you be willing to give time outside of the school day to particiapte in a Leadership Academy?

Blue: No

Red: Yes

Green: Possibly

Conclusions and Recommendations

In conclusion to the data that has been collected through interviews, surveys and feedback from teachers after implementation of the Aledo TLA, I feel it is a succesful intervention for proffesional growth oppurtunities in the district. Twenty six teachers were invited to join the first cohort in December and the first meeting was held January 10, 2012. Since the launch of the TLA, members have participated in a detailed book study, performed campus needs assessments for summer professional development opportunities, presented findings to district leaders, and collaborated to restructure and develop a new summer professional development model. The meetings are facilitated by the Director for Testing and Accountability, Denise Dugger and meeting agendas are driven by the 26 teachers in the cohort. The academy will be 2 years in length with the first year focusing on the development of leadership skills and experiences and the second leading new cohort members  forward.  The TLA has created a sense of ownership and collaboration between the members and has created a forum for teachers to share ideas and find their voice in the district.

I found the information from the survey to be both interesting and helpful in the development of the plan for the TLA. There were teachers who had absolutely no interest in being involved with the program and others who expressed a marked interest. In the beginning stages of planning for the TLA, we envisioned between 20 and 30 teachers participating in the first year. This would be our sample group that would really establish a precedent for what TLA would accomplish. Our predictions were pretty accurate. The 26 members in the first cohort are actively engaged in becoming change agents for both their campus and the district as a whole. I feel that the most significant factor that has made the TLA a success is that the teachers drive the meetings and create an atmosphere of “Intelligence Multipliers.” (Wiseman, 2010) The director of the TLA, Denise Dugger, acts as a facilitator and supports the initiatives of the group.  This has empowered the members of the group and encouraged them to take risks and take on leadership roles on their own campuses. I fell that a program like this would benefit every school district as it encourages collaborative problem solving and brings teachers together to form an overall consensus on issues.

Work Cited

Heitin, L. (2012, October 18). National Teacher of the Year. EdWeek. Retrieved from http://www.edweek.org/tm/articles/2012/10/17/tl_mieliwocki.html

Link, L. (2012, July 31). [Web log message]. Retrieved from http://blogs.edweek.org/teachers/teaching_ahead/the-value-of-teacher-leadership-todayand-tomorrow/

Mieliwocki, R. (2012, October 17). Interview by L Heitin []. National Teacher of the Year: Give us a Career Path., Retrieved from http://www.edweek.org/tm/articles/2012/10/17/tl_mieliwocki.html

National Teacher Leadership Academy: Ng's Signature Professional Development Program. (2013, January). Retrieved from http://education.nationalgeographic.com/education/program/ntla/?ar_a=1

Wiseman, L. (2010). Multipliers. (1st ed., Vol. 1, p. 251). NewYork, NY : HarperCollins.

Wong, H. (1991). The first days of school: How to be an effective teacher. Sunnyvale, California: Harry K.Wong Publications.

Campus Log

Campus Supervised Summary and Validation Report
Directions: This report should summarize all Campus Supervised Internship Activities that have been completed.  You will document your activities on this form and submit the completed form in your 12th course. ·      The Internship requires a minimum of 150 campus supervised internship activities. These activities should match the candidates’ Internship Plan activities. ·      The intern must use the 38 leadership activities, located in their textbook (pages 22-65) as the starting point for these activities. There needs to be a minimum of 38 Campus- Supervised entries that encompasses the 38 leadership activities and nine competencies. *Educational Technology Leadership candidates must include the 33 ISTE Technology Performance Indicators associated with the eight Technology Facilitation Standards in addition to the 38 principal leadership activities.* ·      All columns are required for completion of form. ·      Name __Erin Griffith_________________________________ ·      Total Number of hours _Domain 1: 97 Hours , Domain 2: 83 Hours,  Domain 3: 35 Hours, Total: 215
State Competency Standard/ISTE Technology Facilitation Standard	Skills and Experience Area/ ISTE Performance Indicator	Date Completed	Time Spent on Activity	Description of Activity	Reflection (150 words or less detailing what you have learned from this activity)
11-04	Learning Technology	10/10/2012	12 Hours	I researched and compiled data for a presentation to district central administration over a possible Professional Development and updated technology plan.	This allowed me to take a very close look at the current state of the district and compare it with their district improvement plan projections. I used this information along with other districts looking to make changes and presented on possible PBL training and increased authentic level of technology integration. This related to competency 004 because I was able to facilitate effective campus curricular planning based on the knowledge of various factors.
11-06	Student Transportation	02/02/2012	1 Hour	Rode afternoon bus route and summarized observations.	This activity gave me insight into the way transportation works for each student. There is a lot more planning and thought into the procedures of the bus than I had realized. The bus driver that I rode with was very diligent about staying on schedule and seemed to have a smoothly ran bus. I classified this activity under competency 006 for me because I had never experienced this before and felt that it gave me valuable insight that will enhance my knowledge and skill to effectively run the school.
1-002	Community and Business Involvement	02/27/2012	5 Hours	Presented at the Chamber of Commerce Luncheon on innovative teaching initiatives in the district. After I presented I met and discussed concerns with local business owners and district stakeholders. One member spoke with me extensively about the trend that he has seen with his daughters teachers teaching toward a test. He was relieved to see that the district was considering bringing in Project Based Learning (what I presented on.) Another member who was a retired teacher who praised our school for the innovative nature in which we were approaching instruction. They were happy to see the students take an active role in their learning.	This experience allowed me to present in front of a large group of community members and discuss current practices with community stakeholders. It demanded I be well versed in what was going on with our students and allowed me to share with the community the great things that were going on in on our school. It helped me to see the importance of keeping the community in the loop with what you are doing and asking for their feedback. This applies to competency 002 as I was able to develop and implement strategies for effective internal and external communication.
11-005	Change Process	05/14/2012	1 Hour	Meet with teachers with varied teaching experience and background to discuss the new curriculum initiative and how they took the change.	This activity allowed me to meet with teachers of different experience and background to discuss the PBL pilot program that was being implemented on the campus. It has caused a lot of mixed feelings and defensive attitudes. The first cohort of teachers on my campus that were chosen to pilot the program were a 5th year Science Teacher, 12th year Science teacher, 10th year Social Studies Teacher, and a 20 year veteran AP English Teacher. All teachers felt an overwhelming sense of insecurity when they began the training because the instructional approach was so different. Some of the teachers voiced concern about meeting the needs of the students, parent concern, and where traditional assessment fit into the mix. The new instructional approach focused on a flipped Blooms approach, which was a complete flip of the traditional teaching model. Teachers had mixed feelings going forward, but were hopeful with the responses they were getting from students. Teachers noted lessons were more student centered and created a need to know for them. This applies to competency 005 in that I was able to use assessment strategies to develop, support , and improve campus instructional strategies.
1-002	Strategic Planning	05/18/2012	15 Hours	The project will address the recent issue that we have experienced on our campus with drugs, bullying, and sexting. Project Idea: A multi part series that will inform students on the laws, dangers, and related facts in these areas. Part one will include different levels of Law enforcement that will simulate a mock student arrest, that will follow the student through the proceedings in the court. The video will be shown May 27th (pending) during an assembly, where it will be supported by community guest speakers and informative information over the topic. Community Partners: Terri Johnson - County Judge/ Justice of the Peace, James Stanton-Lawyer/ Probation, other possible guest speakers to come School Involvement: Cindy Barksdale- School Counselor, Students to participate in mock video, Erin Griffith- Teacher/ Intern, School Administrators- 6th/ 7th-8th Campus Plan to Sustain: We would like this program to become a preventive measure instead of a response. So we would like to build the idea so that we can implement it at the beginning of the year next year.	This was a great opportunity for me to develop a project that would establish partnerships with parent/ caregivers, businesses and other in the community to strengthen programs and support campus goals. I established many contacts with parents and community leaders to come together and create an intervention program for substance abuse in the schools. This was an extremely important response to a rash of arrests and instances of drugs and alcohol on our campus. This activity took several weeks to plan and required  a variety of skills including scheduling, budgeting, communication, and research into authentic and meaningful activities that would cause positive change.
1-002	Conflict Resolution	12/12/2012	1 hour	First I met with teachers about issues they were experiencing with laptops and desktops in the classroom. They expressed their frustration with not having access to needed websites or inconstancy with equipment. Next I set up a meeting with the Technology Director to discuss the issue. He explained why teachers were having problems with website access due to static url's that will cause websites that are unblocked to become blocked again without their control. He also expressed concern with the fact that teachers were not putting in technology help desk orders when they are having problems. He stressed that he can't do anything if he doesn't know the issue is happening. Out of the meeting I was able to gain a better understanding of the problems the teachers were having and I was able to go back and explain to them why they were experiencing issues. Teachers agreed to make a better effort to put in help desk requests to keep technology aware of issues.	This allowed me to apply skills for building consensus and managing conflict which applies to competency 002. As an administrator it is important to help staff mediate and resolve issues quickly and affectively. This activity gave me the experience to help teachers gain a better understanding of issues they were having with technology in the classroom and what they could do to ensure a quick response from the Help Desk.
111-008	Student Services	04/04/2013	1 Hour	Met with parent, administrator, student, and counselor to discuss plan to support student. We met 2 times, once in January and once in April. The meeting in April was with the student. The meeting in January was adults only. We discussed the students personal situation and how it had changed. WE noted observations in behavior and identified available support service’s to help the student be more successful.	This gave me the opportunity to look at how the administrator is able to delegate available services to students with identified needs. In this situation we had the counselor form a "Circle of Friends," for the child that would be trained to support her socially at school. We also set up weekly times for her to meet with the counselor and decided to get her involved in the campus leadership program. This applied to competency oo8 because I was able to acquire, allocate, and manage human resources according to district policy and campus priority.
11-005	Supervision of Co-Curricular Education	11/18/2011	20 Hours	Met with 7th and 8th grade students to discuss strengths and weaknesses in co-curricular activities. Students expressed concern over lack of academic clubs. We decided to research the steps to create a new club on the campus. A proposal was created collaboratively with the students. The club was approved and met weekly.	This was a great learning experience for me because I was able to see how collaboratively planning and gathering input from students about their needs, leads to great buy in from all stakeholders. The science/robotics club has developed into a fully functional club that is funded by the school and has received 2 grants for robotics equipment. There are meetings weekly with members and 1 a month on Saturday they host an exploration day. This experience is tied to competency 005, as I was able to facilitate the development, implementation, evaluation, and refinement of the student services and activity programs to fulfill academic, developmental, social, and cultural needs.
11-004	Analyzing the Curriculum	11/18/2011	1 Hours	Discuss with curriculum director the implementation process of C-Scope. Include any successes and problems with implementation.	This was a very interesting interview because I was able to see another side of the decision to implement a program like C-Scope. I was a teacher in the district when it was rolled out and saw the problems first hand. What I didn't see was the staggering data that proved there was not enough alignment among the grade levels and this was causing problems for our students. She explained that the implementation of this program was done in response to this well documented problem. It would also give way to common assessment, which was a large problem as well. I left the meeting with a much more reflective idea about why change in curriculum happens. This interview gave me insight into competency 004. I was able to look at how the district used collaborative district planning, implementation monitoring, and revision of curriculum to ensure appropriate scope, sequence, content, and alignment.
1-002	Learning and Motivation Theory	12/14/2011	5 Hours	Assisted in creating survey to document what motivates students to learn in the classroom. Information would be used in board report for 21st century Learning/ 1-1 Ipad School board presentation.	This opportunity allowed me implement strategies for systematically communicating with and gathering input from all campus stakeholders. Allowing students to have a voice in our planning for a new instructional focus in the district allowed for student and parent buy in as we piloted the program for Project Based Learning in the classroom. We were able to connect district goals with results of the student survey to make recommendations for the program. This falls into competency 002; the principal knows how to collaborate with all members of the school community to respond to the diverse needs and interests of the students.
1-001	Strategic Planning	05/15/2012	5 Hours	Was a member of the district Technology committee that was formed to define ethics standards, usage policies, and set 21st century skill scaffolding per grade level K-12. We met every other week for 8 weeks. We met a total of 4 times to collaborate and facilitate a collaborative development plan that clearly articulated objectives and strategies for implementing a district vision.	Becoming part of the district technology committee gave me the skills I need to master in Domain 1 competency 001. As a committee we established procedures that clearly articulated the objectives and strategies for implementing a campus vision.
11-005	Climate for Cultural Diversity	02/22/2012	1 Hour	Met with students during 7th and 8th grade lunch to discuss their opinions on different racial groups in the school. Students spoke openly about concerns and issues that they experience. There were 6 Hispanic students that attended. The campus is 38% Hispanic and then predominantly White. They felt that there biggest issue was with teachers. They felt that may of their teachers got on to them for things that were part of their culture. They also said that there were issues with students that were white referring to them as "Mexicans," or "the Mexican." They said most of the time they were friends with the people that were referring to them this way and they didn't know how to tell them they didn't like it. I suggested that they tell them. Many students may think that it is ok because they do not realize it makes them feel bad.	It was a good experience for me that allowed me to see things from a different perspective. As an administrator I think it would be important to meet with students from diverse groups to stay current with what is going on in the school. This applied to Competency 005 as I was able to learn more about the diverse sociological, linguistic, and cultural factors that may effect student development and learning.
1-003	Ethics	04/02/2012	5 Hours	The department met weekly to discuss lesson plans and projects. At each meeting I would ask each teacher to talk about a lesson that they changed to increase the rigor level for their students. Each week I would present adjustments that I had made to my plans to reflect the expectation I had set for the group.	This activity is very important as an administrator. If you are not practicing what you preach, you will gain little respect from your teachers. During our team meetings when I would ask for teachers to describe examples. I always had my adjustments ready to present and would discuss positive and negative experiences so that my team would see that I was doing the same. This applies to competency 003 as I will be able to model and promote the highest standard of conduct, ethical principals and integrity in decision making, actions, and behaviors.
11-006	Collaborative Decision Making	10/16/2012	1 Hour	Created a Google Doc to gain feedback on a presentation I gave to central administration on 21st Century Technology Integration.	This portion of this activity gave me the opportunity to receive feedback on a presentation that I had given over 21st Century learning and Project Based Learning. It was eye opening in that it gave me a look into what is important to one district may not be to another. I was new to the district, coming from a district that was pushing PBL and was 1 to 1 with Technology. I noticed that there was not a lot of this type of learning going on in the district and proposed an idea to bring it in. After presenting a plan to them that was heavily tied to their Plan on a Page they gave me a lot of feedback about obstacles that I would face with getting funding and teacher buy in. I had failed to take into consideration allocation of funds and how that would effect a districts plan. I leaned quite a bit from their feedback. They did give me high marks on how I presented, that I was very knowledgeable on how PBL and technology tied into Curriculum and Instruction, and were impressed how every point in my presentation was tied to the district improvement plan. Listening to what they had to say and using their critiques to make adjustments. This activity tied to competency 007 as I was able to enlist support for change and overcome obstacles to move toward change.  The feedback allowed me to adjust my plans to the needs of the district.
111-009	Food Services	12/16/2011	1 Hour	I decided to observe the cafeteria workers one morning before school. the cafeteria opened at 7:15 for service and closes for breakfast at 7:45. Students have the option between a hot breakfast or cereal. The school lunch menu is set according to nutrition guidelines and budget. There were 4 ladies that were working this morning. Before the doors open they all work to prepare food and get ready for the day. Students shuffled in promptly at 7:15. There was a steady stream until about 7:25 and then it was less consistent. Students knew the procedure and quickly moved through the line. Two of the ladies served food, one was at the cash register and the other lady was refilling and restocking. They worked together like a well oil machine. Each person knew their job and was performing it efficiently.	As an administrator it is important to know the ins and outs of everyone’s job on your campus. Observing food staff, janitorial staff, and other support staff on the campus needs to be done. This activity applied to competency 009 because as a principal I will be able to implement strategies that enable the physical plant, equipment, and support systems to operate safely, efficiently and effectively.
111-010	Philosophy and History in Education	11/19/2012	5 Hours	Met with campus administrators and veteran teachers to discuss instructional shifts in the district and how teachers perceived the changes. The focus or point of reference for the teachers was centered around the districts adoption and implementation of C-Scope in 2007. This was the single biggest change that the teachers had experienced since they had worked in the district. They discussed the resistance and resentment that grew among many teachers who felt that they were not able to be who they were as a teacher in the classroom. District administrators in the district had another opinion saying that despite the resistance, grade levels and TEKS were finally aligned and teachers were all teaching the TEKS. Many also mentioned NCLB and the introduction of the EOC's as major changes that seemed to rock the boat. After gathering the information and feedback, as a group (PBL cohort) we discussed methods for introducing the new instructional strategies to the campuses without causing a major uproar. We decided that the district would offer training on Project Based Learning in cohorts. Teachers who were interested would go their campus administrators and express their interest. This was one of the suggestions that we made to ensure teachers who were nervous about the shift would have the opportunity to meet with teachers who had done it and observe classrooms.	This was a very good opportunity for me to examine how change is implemented and look closer at the instructional changes that had occurred over the years. In just 10  years there were so many legislative pieces that came into play and forced districts to align their curriculum and hold themselves accountable. These changes were very hard on a lot of teachers who had been doing the same thing for years. This activity fell under competency 007. I will be able to encourage and facilitate positive change, enlist support for change and overcome the obstacles to change.
1-003	Interpersonal Relationships	04/05/2013	5 Hours	I made a conscious effort to improve in these areas throughout the school year. A common thread to all three skills was increase the amount of time I was listening and decrease the amount of time I was talking. I was moved into the position of Department Chair of the Middle School Science department. The department had previously been very dysfunctional and there was a lot of animosity. I knew coming into the year as a new leader I needed to create an atmosphere of acceptance and forgiving for the harsh feelings that were occurring between team members. The previous Chair was very diminishing and secretive. She never considered other teachers opinions. I knew those were the areas I could make change. I planned the first team meeting of the year around setting a new tone and not dwelling on the past. I sent out an email before the meeting asking team members to make a list of their favorite things. I made sure to have a bag of goodies reflecting their responses when they came in. I then gave each member an agenda and began the meeting. We started with budget. In the past they had no idea what the budget was and were surprised to see how funds had been allocated in the previous year. I asked them to make a list of the things they needed to met the department goals and we collaboratively made the budget. Just giving the power back to the group helped everyone to let their guard down. The meeting went well and set a new tone for the group. Throughout the year we met in a collaborative manner and discussed plans and projects. There were times when people disagreed, and instead of jumping in, I listened. I was able to give feedback that reflected both sides. I was surprised what a big factor for all three skill areas listening was!	This was an opportunity for professional and personal growth. Making a conscious effort to make improvements in these interpersonal skill areas helped me to become a better listener and ultimately a better problem solver. I felt that I was able to gain respect from my teammates as someone that was valid to go to when they had a problem. As an administrator these qualities will help you to be seen as a leader that values others and is able to help solve problems. This applies to competency 003 as I will be able to model and promote the highest standard of conduct, ethical principals, and integrity in decision making, actions and behaviors.
11-005	Campus Culture and Professional learning	05/20/2012	5 Hours	I wrote an essay over what I  consider to be the major issues in public education today?  I outlined possible causes, effects and resolutions.	This experience allowed me to reflect on issues that are affecting students today. As an administrator it is very important that you are able to ensure the responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students' development and learning. This applies to competency 005.
1-002	Parent Involvement	12/19/2012	5 Hours	Attended Key Communicators meeting to observe parent roles in the process. At the meeting each campus had a teacher and parent representative. Each campus brought concerns that were discussed as a group that was lead by the Superintendent. The parents were each given a turn to speak. Parent concern in this meeting revolved around C-Scope. All questions were answered. Minutes were taken that were distributed on each campus the next day. I felt that the parents had a positive role in the meeting and they were able to raise valid concerns to the committee. In my experience in my current district, parents play a large role in decision making. The district holds monthly meetings and town-hall forums often.	This was a positive activity that allowed me to focus my attention solely on the parents role in the meeting. I was able to observe the way that the district employees responded to questions and how they were able to redirect. Parents raised real concerns and the district took note. This activity fell under competency 002, as the it supported developing and implementing a plan for effective internal and external communication
11-006	Professional Affiliations and Associations	04/04/2012	1 Hour	I compiled a list of professional organizations for educators.	Professional Organizations allow educators to stay current on educational trends, research and laws. I am currently a member of TCEA, ATPE and PTA. I plan to join TASA and a couple other organizations so that I stay current and relevant. This apples to competency 006 in that a campus administrator engages in ongoing professional development activities to enhance one's own knowledge and skills to model lifelong learning.
111-008	School Program and Scheduling	06/13/2012	10 Hours	Met with campus administrators to create Master Schedule based on Teacher's Highly Qualified Status, student requests, campus improvement plan. and new district vision.	This activity occurred over a 2 day period. When I met with my campus adviser to create a Master Schedule. She used the Mosaic method which included a large whiteboard with colored moveable magnets with classes that were placed under teacher names. We began with looking over all of the student requests for electives, AP Classes, resource and other special interest classes. We generated numbers for these sections to determine the number of sections for each one. After that was finished we had to assign teachers to the available sections according to the guidelines that had been set before hand. The campus had to decided to move to teaming to better support cross curricular learning among students and teachers. Teachers need common planning periods that were not in the same team. Monday through Wednesday was run on a 9 period rotation that included enrichment and RTI times. Thursday and Friday were run on a one and a half hour block schedule. The schedule was adjusted several times before there was a solid base. This activity gave me experience in competency 008 in that we were using effective planning, time management, and organization of personnel to maximize attainment of campus goals.
11-006	Supervision of Instruction/ Instructional Strategies	04/15/2012	5 Hours	I met a  with small committee to discuss the current teacher evaluation plan for the district.	In this activity we were able to put together a list of strengths and weaknesses of the current teacher evaluation plan. Like many schools in Texas we use the PDAS method. Teachers and assistance complained that they were not receiving adequate feedback and that they would like to see some supplemental evaluation along with the current PDAS process. Teachers discussed a current plan that was in progress at a local elementary school where teachers made their Professional development plan at the beginning of the year with their administrator and checked with them throughout the year regarding the process. Our administrator in the group said that she would look further into it. This applied to competency 006- as we were able to diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff.
11-005	Student Program and Scheduling	05/24/2012	20 Hours	Facilitated planning, entry forms, scheduling, facilities management, organizing booths, purchasing, advertising and hosting M.I.N.D conference. The M.I.N.D conference was a student lead conference where students submitted presentation proposals on innovative ideas that they have. We had students present on several Web 2.0 tools, interactive planet exhibit, science projects, recycled art, poetry readings and many other interesting ideas. The students invited the community. I was responsible for facilitating the development of the event and delegating responsibility to make sure that it was ran smoothly. I created the schedule, made sure technology was available, and organized staff and room assignments.	This activity supports competency 005 because as an administrator you are responsible for facilitating the development, implementation, evaluation and refinement of student services and activity programs to fulfill academic, developmental, social, and cultural needs. The M.I.N.D conference encouraged students to present their innovative ideas and talents to the public and celebrate their interests. As an administrator it is important that you facilitate this on your campus.
1-001	General Office Administration	02/15/2012	2 Hours	I was able to meet with the campus secretary one day to discuss her role and daily duties. She has been the campus secretary for over 20 years. She discussed her ability to be flexible and work to compliment the strengths and weaknesses of campus principals. Later in the week I was able to sit in for her while she was out of the office. I answered phones and called for students to come to the office. Another day, I was able to sit with her while she was posting grades and posting daily attendance.	I gained new perspective on how important it is for teachers to follow timelines for attendance and grades. This allowed me to observe the demands on her position and understand how big of a role she plays in the campus running smoothly. This applies to competency 001, as I was able to develop collegial relationships and effective collaboration.
1-002	Community and Public Relations	09/21/2012	20 Hours	Formed a community committee who's goal was to raise outside funds for the school district. The money would support learning initiatives outside of the classroom. The committee was formed by myself and my campus assistant principal. We contacted leading groups in the community to solicit interest in joining the committee. After we gained interest, we set our first meeting. We set up a non-profit and brainstormed ways that we could get money that was raised back to the schools. Our committee was formed and consisted of 2 teachers, an administrator, the district Superintendent, a GM of a local car dealership, President of the Chamber of Commerce, a parent, and the owner of a large local business. We decided to host an event in the city park for our first fund raiser. The committee meets once a month and each person has assignments for each month. We discuss needs and address them at each meeting.	This experience has been very impactful on me as well as the school district and the community. I was able to make many local contacts that ended up benefitting the school in a large way. I was also exposed to the financial end of donating money to the school. I was able to experience both the fundraising and the school policy end. This activity was associated with competency 002 as I was able to communicate with families and community members in varied educational settings.
111-009	Student Discipline	05/02/2012	8 hours	Assisted administrators and local authorities in investigating and gathering data on a drug possession outbreak with students.	This allowed me to see the line between school and police boundaries when dealing with illegal substance issues. In the process of the investigation the campus went on lockdown when it was reported the several students were in possession of illegal  substances. All classroom teachers with suspected students were told to line them up and have them keep there hands out of their pockets. Police and campus admin went classroom to classroom and searched every student. There were 40 students who were taken from the classroom who had violated campus and legal codes. We then went into investigation mode. I was able to participate in checking tapes and interviewing students. I then observed administrators as they placed certain students in AEP an in-school suspension. 2 Students were arrested and all were ticketed by the police. This allowed me to apply strategies for ensuring the safety of student and personnel and for addressing emergencies and security concerns. This was classified under competency 009. This took several days to sort out and get kids placed where they needed to be and ongoing communication with local police.
11-005	Negotiating/ Consensus Building	04/18/2012	5 Hours	Worked with administrators and teachers to develop a plan for implementation of 21st Century Learning Model with Project Based Learning component. I assisted in planning implementation, consensus building, and assessment measures for the program. Activities included: 1. Planning cohort meetings 2. Developing Agendas for Meetings 3. Define new expectations 4. Create presentation that would be presented to the school board and campus faculty 5. Create assessment measures for new program	This activity gave me the opportunity to assist in the design and implementation of a district roll out of a new instructional focus. I was able to plan cohort meetings, communicate with other committee members, create meeting agendas, define new expectations for learning, assist in the creation of a presentation to the school board and faculty and create program assessments. This will fall under category 005 as I was able to analyze the implications of various factors(e.g staffing patterns, class scheduling formats, school organizational structures and student discipline) for teaching and learning.
11-007	Personal Procedures	12/17/2012	1 Hour	Met with district personnel director to discuss personnel placement and promotion procedure. We discussed that 100% of the teachers in the district were highly qualified and that the district had very minimal turn over. Every February the district sends out a staff survey that allows teachers to state their intent for the next school year. This form allows teachers to state their areas of certification as well as requests for transfer. It also has a section for teachers or assistance that have gained further certifications (admin) and would like to be considered for any open positions in the district. This survey allows central administration to get a plan together fro the following year. This also allows them to make decisions about positions that need to be hired for. All applicants for posted positions must apply on-line through the district application site. Campus principals are responsible for choosing a candidate to be recommended to the school board. All final candidates must be certified in the area of recommendation.	This activity allowed me to gain knowledge in competency 007. I was able to gain a better understanding of how the campus principal implements appropriate techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability or campus goal attainment. The meeting gave me a better look at the procedures in place by the district and campus to hire certified employees.
11-007	Position Goals and Requirements	04/04/2013	1 Hour	In this activity I looked at a job description for an elementary teacher and compared it with the evaluation tool that is used in the district to assess teacher performance. The 9 domains are listed below. The areas of focus on the job description included: Instructional Strategies, Student Growth and Development, Classroom Management, Organization/ Communication, and Personal Growth and Development. I feel that these areas are clearly associated with the measurement tool that will be used to evaluate their performance. Underneath each of these categories there was a more specified description of the expectation for the job. Evaluation Domains in PDAS 1.     Active, Successful Student Participation in the Learning Process 2.     Learner-centered Instruction 3.     Evaluation and feedback on Student Progress 4.     Management of Student Discipline, Instructional Strategies, Time/Materials 5.     Professional Communication 6.     Professional Development 7.     Compliance with Policies, Operating Procedures and Requirements 8.     Improvement of All Students' Academic Performance	This activity allowed me to look closer at a teachers job description and relate it to the areas teachers will be evaluated in in their PDAS assessment. As an administrator that is hiring and interviewing possible canadites it is important to have clear expectations for the job and communicate those with the potential employee. This activity applied to competency 007 as I will be able to implement appropriate management technique and group process to define roles, assign function, delegate authority and determine accountability to campus goal attainment.
1-002	Staff Development and Adult Learning	04/04/2012	4 Hours	At our Teacher Leadership Academy meeting, myself and three other teachers from my campus were asked to go back to our campus and survey the staff about their thoughts on new professional development opportunities in the district. The results of the survey were presented at the next meeting. Back at our campus we met to discuss how we would survey our staff. We chose to hang a "Parking Lot" in the office that was sectioned into 5 different areas: Technology, K-1, 2-3, 4-5, and Book Studies. Teachers were asked to make specific suggestions in the areas that applied to them. Our Principal allowed teachers to wear Jeans if they participated in the survey. We received feedback from 24 out of 31 staff members and were able to bring back a long list of suggestions to our Teacher Leadership Meeting.	This activity was supportive of competency 002. As an administrator I will be able to implement effective strategies for systematically communicating with and gathering input form all campus stakeholders. Surveying the faculty for their input on future staff development opportunities allowed them to have a say in future staff envelopment which will hopefully support a sense of buy in from the teachers.
1-003	Professional Library	04/05/2013	1 Hour	I compiled a list of resources that Principals should have access to.	All principals need to be able to speak creditably about the issues they face as an administrator on a regular basis. This list is a suggested collection of books and materials that can help. This activity will help me as administrator to apply legal guidelines to protect the rights of students and staff and to improve learning opportunities’. his applies to competency 003.
11-004	Data Curriculum	01/21/2012	5 Hours	Met with administrators to discuss policy and procedure for analyzing AEIS data and released STAAR information.	Met with campus administrators about the timeline and procedure for using AEIS data to make decisions for campus improvement. Based on a collection of AEIS and current testing data on the campus by objective administrators are able to identify areas that need work and work with the campus improvement committee to develop solutions for the findings. Using the data allows for teachers to create interventions that are objective specific and improvement can be measured. The district uses forms to help campus administration to identify the issues and make recommendations for budget and Master Schedule based on the data that is found. This activity relates to competency 004 as I was able to facilitate effective campus curriculum planning based on knowledge of various factors.
111-008	School Operation and Policy	06/08/2012	5 Hours	The week before school was released for the summer I met with campus administrator to discuss playing a role in the closing and check out for summer. I was given the responsibility of signing each teacher out once their room was in compliance with guidelines that were stated. Guidelines included: 1. All materials are boxed and stacked 2. Room is clean and tidy 3. All furniture has teacher's last name taped on it 4. Computers are unhooked 5. Supply closets are inventoried	This activity allowed me to take a closer look at facility management in that I was responsible for assuring that all teachers in the building had completed the list of requirements before checking out for the summer. This applied to competency 009 as I implemented strategies that enable the school physical plant and equipment to operate safely, efficiently, and effectively.

1-002	Federal Programs Administration	11/07/2012	20 Hours	The grant included parts that followed the guidelines below. The grant was written to fund an interactive Science intervention Day. WE used available data to choose specific learning objectives. Selection Criteria: The degree to which the proposal addresses: 1. Higher Order Thinking Indicators • Student learning/questioning at applying level • Student learning/questioning at analyzing level • Student learning/questioning at evaluating/creating level	This was an amazing experience that allowed me to gain an understanding of how grants are written and how once they are received the guidelines that must be followed. This is a great way for schools to fund activities and innovative teaching that the school might not otherwise be able to afford. As an administrator I believe that it is important to motivate your teachers to search out grants and support them in writing them to promote more opportunities for students. This applies to competency 008 in that grant writing as I will be able o apply laws and policies to ensure sound financial management in relation to accounts, bidding, purchasing and grants.
111-008	Supervision of Budget	06/03/2013	5 Hours	Collaborated, planned, and managed Science department budget for the 2011-2012 school year. I began by taking an inventory of Science Materials that we had at the time. I then took the previous years budget and presented the data to the Middle School Science Department. We decided what things could be eliminated and how we were going to allocate funds based on our instructional plan for the year. The projected budget was put into a binder. As teachers needed supplies they would email me the request and I would fill out a PO and fond the item under an approved vendor. I would sign the PO and give it to the campus Principal for approval. The PO would be coded by the account that it would come out of and was sent to the central admin finance person for a check to be cut. After receiving the goods, I would keep the pink copy of the PO and put it into the Science budget binder and return the white copy to the campus secretary. The binder for the year was turned in at the end of the year.	This responsibility gave me experience in planning a budget collaboratively and managing the account. I also gained experience in effective planning, policies and laws in relation to campus budget accounts, bidding, and purchasing. this falls under competency 008. This was my first opportunity on the campus to manage budget.
1-002	Evaluation of Student Achievement	1/18/2012	2 Hours	Met with students to discuss recommendations for improving assessment with our pilot program for Project Based Learning. Compile and critique the student recommendations with my campus administrator.	This activity was quite eye opening. First I found that the students were highly critical and were lacking background information in many of their stances. However, their opinions and feedback let us know that they felt that they missed traditional instruction methods and they felt they were having to work to hard  to find the information. What we as educators were able to take from it was that we needed to taylor our projects a little more specifically to the TEKS, to help them with summative assessments. This correlated to competency 002, implement effective strategies for systematically communicating with and gathering input from all campus stakeholders.
11-006	Collaborative Decision Making	11/16/2012	2 Hours	For this activity I developed questions based on information from my meeting with the district Special Services Director and articles that we had gathered and read. The survey was used to gather information about how district teachers and administrators felt about their opportunities to make collaborative decisions at the district level, align with teachers teaching the same thing at other schools in the district and opportunities for relevant professional development.	This correlates with competency 006 as I was able to  work collaboratively with other campus personnel to develop, implement, evaluate and revise a comprehensive campus professional development plan. The director of professional development who I assisted with this project helped me to develop questions that would reflect the needs of the teachers, as well as get us the supporting data we needed for developing a Teacher Leader Academy. I used survey monkey to create the survey, which was sent out by her secretary on November the 16, 2012. Results were sent to me through inter office mail. They indicated that there was an interest and need for improvement in all areas of the survey.

1-001	Vision and Mission	05/31/2012	2 Hours	Analyze the school's vision and mission statement as it relates to the school's Master Schedule. Determine if the vision is reflected in the reality of the Master Schedule.	I was able to sit down with my mentor Stephanie Quarles to reflect on how the campus master schedule relates to the campus goals/ vision. We discussed how AEIS data helped the Campus Improvement Committee identify 7th grade Reading and Writing as a target area for the campus. Due to this, ELA was double blocked for both 7th and 8th grade. This connected campus goals to the Master Schedule. This correlates to competency 001, the principal knows how to shape campus culture by facilitating the development, articulation, implementation of stewardship of a vision of learning that is shared by others. The schedule reflected alignment of financial, human and material resources to support implementation of the campus vision. It also supports competency 007 by implementing procedures for gathering, analyzing and using data to make informed campus decisions.