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Reflections for the Week

Please reflect on the activities you logged in your Practicum this week and complete this form. Send this
form and your log by e-mail to your Site Supervisor at the end of each week. Also, submit the completed
form and log of hours to your instructor via the Moodle/Blackboard portal at the end of each month.
Student Name: Marcus Benton
Date: 11/27/16

Standard One:

Instructional Leadership. The principal is responsible for ensuring every

student receives high-quality instruction.


(i) Rigorous and aligned curriculum and assessment. The principal implements rigorous
curricula and assessments aligned with state standards, including college and career readiness
standards.
(ii) Effective instructional practices. The principal develops high-quality instructional practices
among teachers that improve student learning.
(iii) Data-driven instruction and interventions. The principal monitors multiple forms of student
data to inform instructional and intervention decisions and to close the achievement gap.
2/5/16 - On our Waiver Day (On Campus Professional Development) I facilitated the professional
development activities for the Social Studies Department. I was responsible for clearly relating to
teachers in the Social Studies department how we were going to improve instructional strategies in our
classrooms for social studies. I guided teachers through the process of completing online modules that
were created by the social studies department from central office. I also communicated to teachers how
central office wanted us to complete the modules and share what we learned with each other. I learned
how important it is for us to be collaborative and understand that we are trying to learn new strategies that
will help us become more effective teachers in the classroom.

2/4/16 - I facilitated our PLC Data meeting each core subject. I explained to each department what was
the purpose for the data meeting and how we plan to extend on what we learn from the data of our
students. I also explained to them that we will meet within the next week to discuss what interventions we
want to create to help our students become successful on their STARR test this spring. I learned that it is
very important to help teachers understand the importance and purpose of the goals we are trying to
achieve as a team.

2/18/16 We discussed in the administrators meeting the important focus of teacher walkthroughs. We
must look for posted expectations such as; objective, agenda, warm-up, word wall, and student work. We

also discussed interviews for our 7th grade science vacancy and notifying teachers of documenting
interventions for RTI. We also discussed our budget from Title 1 funds, our CEIP benchmark data, and
our CNA interventions that each department will be utilizing in preparation for STARR. I learned a lot
about the inner workings of the budget, what APs expectations are for teachers on our campus, and how
much of a working document our Campus Improvement Plan is in regards to enhancing student
achievement.

3/9/16 While leading the Social Studies department PLC I was tasked to brainstorm a plan that will
assist the English department in preparing their students for our upcoming Reading STARR exam. It was
a difficult task in the beginning because many of my colleagues felt that we would lose precious
instructional days by focusing on ELA Reading strategies. I lead the discussion in solving the problem. I
suggested that we can help our ELA team by focusing on topics that relates to Social Studies and focus on
topics that we are covering or will be covering. Since in Social Studies we do have to read and
investigate in order to draw conclusions on why certain things happen within a particular era. This idea
was more intriguing to my colleagues and were more willing to participate in the Campus Wide Blitz as
it is called. I learned that as an administrator you have to communicate what you want to do and why we
need to do certain things effectively. I also learned that your approach and how you deliver the
information is very important as well. If you deliver information in an authoritative way people are less
likely to receive your message.
3/24/16 Responsible for making sure all teachers were at their proper duty stations to ensure student and
school safety. I learned that when teachers are in their designated areas and there on time, the school runs
more efficiently.
3/31/16: On Thursday during my planning period I was able to briefly speak with the data analyst about
her duties and responsibilities in her position. She noted that its a very stressful position especially during
testing. She is responsible for providing the data to the principal after the scores have been released to
her on benchmark and STARR testing results. It is also her responsibility to break that data down and
explain the data to the staff.

8/30/2016 As the administrator leading our first Social Studies department meeting for the school year
we as a department focused on strategies that will benefit the students we service in our classrooms. Our
meeting was very productive with a lot of good collaboration and positive feedback. We discussed
strategies and activities that will be very beneficial for the learning of our students. I had an agenda
prepared and we discussed each point on the agenda that dealt with aligning standards with the English
department and best teaching practices in the classroom.

8/31/2016 While leading our second department meeting we continued our discussion about ways we
could assist the English department and ways the English department can assist the Social Studies
department in their classrooms. We discussed that we as the Social Studies department will begin
implementing SEE Reports that will help students enhance their expository writing skills. We also
discussed providing the English department with primary source documents that would help our students
become more familiar with the social studies content.

9/12/2016 While leading Social Studies department meeting I was tasked to have the
department discuss where we are in the curriculum, positives we are experiencing in our classes

and one negative. My aha moment was learning how the 7th grade team is not on the same
page and how I am going to devise a plan to bring about cohesiveness and more collaboration
amongst the team.
9/14/2016 While in leadership meeting with the school principal I learned how he conducted
his meeting and how he gave everybody on the team to collaborate and voice opinions and
concerns. I noticed how he took notes and responded to some of the conversations being made
acknowledging that he is listening to his staff and cares about our opinions and concerns.
9/16/2016 Planning is a big part of my responsibility as the Social Studies chair and making
sure that the team is aligning the curriculum and teaching to the states standards in order for our
students to be successful throughout the school year and on STARR.
9/19/2016 During our team meeting I led the meeting and we collaborated about making phone
calls to parents of the students who are having attendance issues. We also discussed ways to
provide opportunities for success in regard to failing students on our team. I also logged in
student incidents into Review 360 and discussed solutions for students who were having
discipline issues in the classroom. Lastly, we discussed students whom parents we need to
contact for a parent conference and available days that would work best for our team. My aha
is if your team meetings have structure with an agenda the meetings will run smoothly most of
the time. Our team stays on task and always try to create positive solutions that will be
beneficial to our students.
9/20/2016 As the Department Chair I am responsible for disseminating information from
Director of Social Studies that is to be implemented in the classrooms on our campus. I led
discussions covering the implementation of our first Mock Election on campus and delegated
roles to colleagues on the Social Studies team. We also received new data from our data analyst
which will allows to better disaggregate data in order for us to know which objectives we need to
focus and plan more on in order for students to become more successful on the Social Studies
STARR.
10/12/16 - Data Collection and Analysis: Under ESSA my school is required to assess students
in grades 7-8 and meet Index 2. To make Index 2, a school and district must meet the required
participation rate, the annual measurable objectives in language arts and math, and the other
academic indicator. The goal of ESSA is to have all students be proficient in language arts and
math. 95% of our students, grades 7-8, must participate in state exams. This is determined both
by school and by state-identified subgroup. The subgroups that must meet the standards defined
by the state are Caucasian, African-American, Asian, Native Alaskan, American Indian,
Hispanic, Economically Disadvantaged, Students with Disabilities, and English Language
Learners. The other academic indicator refers to the schools average daily attendance rate.
Elementary schools must meet an average daily attendance rate of 85%.
My school receives Title 1 Funds. Schools where at least 35 percent of the children in the
school attendance area are from low-income families or at least 35 percent of the enrolled
students are from low-income families are eligible to receive federal Title I funds. If our school
fails to meet their index 2 target for two or more consecutive years, we will be designated "in
need of improvement" and face consequences that range from Alert to Restructuring. Under

ESSA, all teachers who teach core academic subjects at my school must be highly qualified
according to federal definition. In addition to being fully certified by the state and having a
bachelors degree, they must also have demonstrated competence in their core content area. By
federal and state definition, the core academic subjects at my school are reading or language arts,
mathematics, science, and social studies. Paraprofessionals must be highly qualified as well.
They must have a high school diploma (or equivalent), and must either have an AA degree (or 48
hour equivalent) or must have demonstrated their competence via a state-approved test and direct
observation.
Under ESSA, our school must provide a safe environment for our students to learn. Under
the law, a school with excessive problems with violence and weapons can be declared
persistently dangerous. Should our school receive this designation, all students in the school
have the right to request a transfer to one of two schools selected by the district. Victims of
violent crime also are given the right to request a transfer to one of two schools selected by the
district under ESSA. Under ESSA, additional notifications must be sent to parents. These
notifications range from AYP and school designation information to notifications of new parent
rights to special notifications for Title 1 parents and parents of English language learners. These
notifications must be translated into multiple languages in order to provide information to
parents. ESSA also asks for additional parent involvement, and parents are encouraged to be part
of planning and goal-setting processes. This activity was both enlightening and relevant
information that I will need knowledge of when I become an instruction leader of a school.
10/13/16 - Supervision of Instruction/Instructional Strategies: I observed our schools PPCD
aide at our school. She has been an Instructional Assistant at our school for eight years. Prior to
that, she served in the United States Army. She is kind, patient, and truly cares for all of her
students. She could be working in any profession she wants. She stated to me that she was
right where she wants to be. Being there for the kids the way her teachers were there for her is
what she was put on this Earth to do.
The Instructional Assistant works within a cooperative, collaborative team concept under
the direction and guidance of the certified teacher. The Instructional Assistant is an integral part
of the school based team. They are directly responsible for assisting the teacher by reinforcing
skills taught. The PPCD Assistant also assists the teacher with:
Behavior Management: She assists the teacher with behavior intervention strategies.
When I arrived, she was sitting next to students keeping the focus on the teacher, on task,
and in the group.
Personal Care of Student: She assists the teacher by facilitating personal care for
students with special needs when required. This includes toileting, medication, personal
hygiene, and dressing. During the observation, she assisted a student before and after he
took a bathroom break,
Community Experience: She assists the teacher by facilitating community experience
for students with special needs when required. This includes field trips, work education,
and life skills development.
Additional duties assigned to her include : Assisting individual students in performing
activities initiated by the teacher; supervising children in the hallway, lunchroom, and
playground; assisting in monitoring guided and independent work; reinforcing learning in small
groups or with individuals, while the teacher works with other students; assisting the teacher in
observing, recording, and charting behavior, working with the teacher to develop classroom

schedules; participating in parent-teacher conferences and assist with parent communication on


request; attending professional development programs related to needs of students in the
program.
10/19/16 Supervision of Co-curricular Education

Co-curricular activities are optional and pursued outside the classroom to enrich the students
educational achievement, social skills, and individual interests. They are meant to complement
and not interfere with the studies. Co-curricular activities also improve student health, increase
self-motivation, and build cooperative and collaborative skills among students.
Our school offers Book Club, Art Club, Choir, Band Ensemble, and Robotics Academy as its
co-curricular activities. The advantages of these activities highly outweigh the disadvantages
and thats why I believe they were chosen for our school. School book clubs promote fun and a
love of reading. Students are introduced to interesting, good-quality books they might not
otherwise choose to read on their own. School book clubs can also help students raise their
reading scores. According to research conducted by the National Center for Education Statistics
(NCES) at the U.S. Department of Education, students who talk about their reading activities
with friends or family once or twice a week, or even once a month, average higher reading scores
than those who rarely, or never, have reading discussions. The NCES's research also shows that
the more children read each day, the higher their percentile test scores. School book clubs may
also spark a student's interest in writing.
According to Americans for the Arts (2002), Art clubs at schools compliments and enhances a
childs education tremendously. Art Clubs stimulates and develops a childs imagination and
critical thinking, and refines their cognitive and creative skills. Art Clubs have a tremendous
impact on the developmental growth of every child and has proven to help level the "learning
field" across socio-economic boundaries. They also strengthen problem-solving and criticalthinking skills, adding to overall academic achievement and school success. It also develops a
sense of craftsmanship, quality task performance, and goal-settingskills needed to succeed in
the classroom and beyond. Art Club teaches children life skills such as perception; articulating a
vision; problem solving and decision making, self-confidence, and self-discipline. While
participating in Art Club, students develop the ability to imagine what might be; and accept
responsibility to complete tasks from start to finish.
Choir offers students interested in music the opportunity to sing as they build their performing
skills and confidence through fun and stimulating approaches to vocal training. As they learn to
sing a wide range of songs, from popular and show tunes to world and classical music, children
increase their music literacy. Engaging in a range of voice development, ear training and sight
singing activities, they also develop presentation skills that build confidence and self-esteem.
Solo and small group singing opportunities are also available.
The only disadvantages I see in our co-curricular activities is the amount of students served.
There is usually one or two sponsors per group and that limits the amount of students who can
participate. Also transportation is a problem. Some of our kids wont have a way home after the
activity because parents have to get back to work or they do not want then child to walk home
alone.

Standard Two:

Human Capital. The principal is responsible for ensuring there are high-quality

teachers and staff in every classroom and throughout the school.


(i)
(ii)
(iii)

Targeted selection, placement, and retention. The principal selects, places, and retains
effective teachers and staff.
Effective instructional practices. The principal develops high-quality instructional
practices among teachers that improve student learning.
Staff collaboration and leadership. The principal implements collaborative structures and
provides leadership opportunities for effective teachers and staff.

1-19-16 Interviewer for teacher position (1) Being part of a selection process is a daunting task because
as an administrator you want to make the right choice for your students and your campus.
2/5/16 - During our on campus professional development my principal gave me the opportunity of
facilitating our Social Studies Department professional development. I really learned the importance of
collaborating and teachers striving to reach the same goal which is to learn new strategies which will
enhance students learning in our classrooms.

2/18/16 In the administrators meeting I addressed the team about utilizing money from Title 1 funds for
snacks in regards to the Social Studies Department tutoring program for STARR. I also address the team
about opening up the school on Saturdays for tutoring in preparations for STARR. I thought my ideas
from my previous Social Studies department meeting were very well received.

2/25/16 In our Site Based Decision Making Meeting I got the chance to observe how my principal Mr.
Rosatelli how he facilitated the meeting and allowed each member to voice concerns or offer suggestions
based on what was on the agenda. I was able to meet the parents who were on the board and also a
representative from the community. In our meeting the topics of discussion were our new bell schedule,
scheduling for the 2016 2017 school year, and what was happening with the remainder of our Title I
funds. This was my first time participating in an SBDM meeting and was amazed at how everyone on the
board worked together in accomplishing the goal for the meeting. I learned that the principal is the
facilitator but also controls the agenda to make sure that everything is covered and all questions and
concerns are addressed.

3/4/16 As acting assistant principal the first order of business I encountered was meeting with the
principal and addressing the substitute list. I identified how many subs I had in the building and how
many open classrooms I had with subs. I utilized Teacher Assistants and co-teachers to fill classrooms
with subs. I learned during this process that the principal must have a good secretary. Our building
secretary had the sub list ready when we entered the building at 8:00 that morning.
3/31/16: The data analyst also discussed how important it is for her and the principal to collaborate and
provide the staff with results of the data and how they work together to create a plan of action in order for
teachers to have strategies to help under-performing students.
4/12/16 Spear-headed communication with teachers a concern a parent had about her childs grades. I
spoke with each teacher and collaborated ways that we could help the student become more successful in
their classrooms.

4/20/16 For the second hour of my administrative duties I visited several teachers classrooms to explain
to them the importance of not letting students hang outside of their classrooms. Our 8 th grade hallway stay
congested with students rooming the hallways due to teachers sending them out for classroom disruption.
While speaking with teachers I learned that several of them are having trouble teaching their classes due
to several disruptive students. I took their concerns back to our schools administration.

9/6/2016 Held a very in depth conversation with my district Social Studies Network Specialist
about her responsibilities and how she assist the principal at various schools. She is always in
constant communication with the building principal about learning strategies for students in
social studies and what types of teaching strategies could be introduced to social studies teachers
to help provide more enhanced instruction for our students. I learned that the communication
between the network specialist and principal is key building strong teachers and positive
relationships on campuses.
9/8/16 On this day I shadowed my mentor as he conducted teacher walk-thrus. I also was able
to conduct a few walk-thrus with the assistance of my mentor. The most interesting thing I
noticed was the look on most of my colleagues faces when two people entered in their classroom
to observe. I enjoyed the experience of how the walk-thrus were documented on an ipad through
our evaluation system Eduphoria. I understand that feedback is very important and you must be
prompt when providing feedback after you conduct walk-thrus.
9/13/2016 As acting Assistant Principal for the day I collaborated with staff and parents
continuously throughout the day. I learned the importance of communicating with teachers,
sitting in on department meetings, learning how other core content departments conduct their
meetings.
9/20/2016 As the Department Chair I am responsible for disseminating information from
Director of Social Studies that is to be implemented in the classrooms on our campus. I led
discussions covering the implementation of our first Mock Election on campus and delegated
roles to colleagues on the Social Studies team. We also received new data from our data analyst
which will allows to better disaggregate data in order for us to know which objectives we need to
focus and plan more on in order for students to become more successful on the Social Studies
STARR.
10/7/16 - What prompted me to compile a list of interview questions was a result of previous
interviews where I was on the interview panel. I felt the interview questions were generic and
did not help us in determining if the interviewee was a good fit for our campus. I thought if we
had interview questions that gave us better insight on who we were interviewing. I feel as an
administrator and a person involved in the interview process, I would ask questions that would
reveal the candidates knowledge and willingness to become a part of a true PLC (Professional
Learning community). Candidate responses should be relevant to the questions asked and they
should give specific examples to illustrate and back up what they say. As an administrator I will
want to hire people who would support our schools vision, mission, and goal. I will want to hire
someone who would actively participate in collaborations, planning, professional development,

meetings, and reviewing data. I want candidates to provide information that convinces me their
number one goal is high student achievement for all of our students.
10/14/16 - Collaborative Decision Making A review of our schools policy on collaborative decision
making processes: At work and at home, we are faced with decisions every day. Most of these
decisions are small, low value, and carry little consequence for making a poor choice. It is
essential for schools to have a decision making policy in place that ensures quality, consistency,
accountability and conformance to standards. As a decision-making process, consensus
decision-making aims to be agreement seeking: This process must be inclusive. As many
stakeholders as possible should be involved in the process. Participants should strive to reach the
best possible decision for the group and all of its members, rather than competing for personal
preferences. All members must be afforded equal input into the process and be given the
opportunity to present, and amend proposals. To gain consensus for my project, I reviewed our
campus needs, goals, and data; generated a proposal; identified its strengths and benefits;
identified problems and concerns associated with the proposal; sought solutions through
collaboration from staff and committee members, and modified the proposal to generate as much
agreement as possible. After a concerted attempt at generating full agreement, we went ahead
with the implementation of the proposed projects.
10/24/16 - Reviewed the job description and evaluation forms for our schools key office personnel
(secretary and records clerk). Meet with them to evaluate their knowledge and understanding of their role
in the school.
JOB DESCRIPTION - School Secretary:
The school secretary is under the direction and supervision of the principal, in consultation with the Board
of Education. The coordination of his/her work is carried out through the principal. At our school, the
secretary is responsible for carrying out the clerical work of the school. The assignment of clerical and
secretarial responsibilities to the trained office worker is a good way to release all other workers in the
school from any responsibility for most of the clerical work. Duties and responsibilities which are
instructional or administrative in nature are not to be assigned to the secretary. Administration,
supervision, and teaching are activities that require professional training and educational backgrounds in
order that they may be carried on efficiently. Delegation of any phase of these activities to the secretary is
unsound and unwise. Also the school secretary should not discipline children, change existing school
programs, excuse children from school, do hall or playground duty, or teach classes.
JOB DESCRIPTION Records Clerk: The Records Clerk at our school must maintains accurate
student attendance for the purpose of providing accurate information for District and State reporting. She
must maintain a student data base for the purpose of documenting student enrollment. Also, she must
enrolls and transfer students; maintains various records, schedules, files, rosters, etc. for the purpose of
documenting and/or providing reliable information; monitors information, (e.g. student enrollment data,
class size, attendance, etc.) for the purpose of documenting activities for adherence to policies and
procedures; process documents and materials (e.g. student transfers, cum records, schedules, reports, etc.)
for the purpose of disseminating information to appropriate parties; and respond to inquiries of staff, the
public, parents and/or students for the purpose of providing information and/or direction as may be
required. The Records Clerk reports to and receives directives from the principal.
After speaking with each member of our office staff, I now realize that they are well aware of their
duties and responsibility to the effective and efficient running of our school. They truly make us all look
good and work in sync and well with each other. Their work is on point and I truly believe administration
would be lost without them.

10/25/16 Meet with our head custodian to review his job description and schedule. I shadowed our
head custodian for about an hour. I asked him to show me what his work entails and to share with me any
concerns he has about his job. I learned through our conversation that he must arrive to work by 6:00 am.
He is under the supervision of our principal and likes to be referred to as a custodian because that makes
him sound more important. We like to be called custodians or maintenance now, he said. He one of two
custodians working throughout our building each day. When I asked him what it is he does, he replied
everything with a smile on his face. He says he was hired by the district to do whatever is needed to
maintain our building. That includes cleaning, fixing, moving, removing, loading, and unloading.
Arranging furnishings and equipment for meetings, classroom activities and special events.
Cleaning assigned school facilities (classrooms, offices, restrooms, break room, halls, grounds)
for the purpose of maintaining a sanitary, safe and attractive environment.
Inspecting school facilities for the purpose of ensuring that the site is suitable for safe operations,
maintained in an attractive and clean condition, and/or identifying necessary repairs due to
vandalism, equipment breakage, weather conditions.
Maintaining supplies and equipment (cleaning solutions, paper products, vacuum, mops) for the
purpose of ensuring the availability of items required to properly maintain facilities.
Repairing furniture and equipment as needed (faucets, toilets, light fixtures) for the purpose of
ensuring that items are available and in safe working condition.
Responding to immediate safety and/or operational concerns (facility damage, injured and ill
students, alarms) for the purpose of taking appropriate action to resolve immediate safety issues
and maintaining a functioning educational environment.
Securing facilities and grounds for the purpose of minimizing property damage, equipment loss
and potential liability to organization.
He truly loves what he is doing for our school. He has a spirit of love and concern and shows friendliness
and helpfulness at all times. He is the perfect fit for our school and we appreciate him and respect his role
in the function and maintenance of our school.
10/26/16 - Spoke with the food service manager at our school to discuss current requirements, concerns,
or issues of the program.
Our food service managers only concern for this year is our new computerized Point of Sale (POS)
system being used this year at our school. Its new so it will cause excitement and chaos in the beginning.
All students, regardless of how they pay for their meals (free, reduced, or pay) will receive a six digit
student ID number. They will use this 6-digit student ID number at the cash register, even if paying with
cash. The POS system will determine the eligibility status, check the existing balance on the account and
calculate the amount due all with a push of a button. Through this system, parents can deposit money into
a students account using checks, cash, money orders, and credit cards online. This will hopefully
eliminate and reduce lost or stolen money from students. As far as requirements, parents needing free or
reduced lunch status must fill out an application. Applications for free and reduced meal benets are
available in all schools and will be mailed to each household. Only one application is needed per
household listing all family members. Families must reapply EACH year for benefits and should do so as
soon as possible to continue benefits. If parents have any questions, they should contact Student
Nutrition.
10/31/16 Observed classroom teacher at Atwood McDonald Elementary School.
I was tasked to observe a classroom at Atwood Elementary because my principal Mr. Rosatelli is trying to
promote the use of stations in our classrooms to enhance student learning. The teachers classroom I
observed utilizes stations in her classroom in order to differentiate learning and engage students in
meaningful learning. Even though it was an elementary class I could see how stations would benefit our
students on our campus. I have observed some teachers on our campus use stations to help enhance

student learning in their classrooms, but a majority of the teachers are direct teaching way too much in
their classes. While observing I saw elementary students rotating stations by walking to a door that
displayed the students name, the focus for the day, and the stations they are to rotate too. Some students
rotated to a writing station, some rotated to a reading station, a drawing station, computer activity station,
arts and craft station, and an audio book reading station. In the center of the room was a teacher centered
station where the teacher led students in reading strategies of sounding out words and blending words.
My take away from my observation was the understanding of why my principal sent me to observe a
classroom at another campus. He wants to implement effective instructional practices that will help
teachers develop into high quality instructional practices among teachers that will ultimately lead to the
improvement of student learning (Standard 2).

Standard Three:

Executive Leadership. The principal is responsible for modeling a

consistent focus on and commitment to improving student learning.


(i)

Resiliency and change management. The principal remains solutions-oriented, treats


challenges as opportunities, and supports staff through changes.

(ii)

Commitment to ongoing learning. The principal proactively seeks and acts on feedback,
reflects on personal growth areas and seeks development opportunities, and accepts
responsibility for mistakes.

(iii)

Communication and interpersonal skills. The principal tailors communication strategies


to the audience and develops meaningful and positive relationships.

(iv)

Ethical behavior. The principal adheres to the educators' code of ethics in 247.2 of this
title (relating to Code of Ethics and Standard Practices for Texas Educators), including
following policies and procedures at his or her respective district.

2/4/16 - During our PLC data meeting I was able to present the challenges that we are facing and discuss
how we as a staff were going to address the challenges that we are facing. The staff enjoyed the activity
and how we were able to get a close look at our students and where they stand if the STARR test was
administered today. I learned that the principal has to be a person who has solutions and do not be afraid
to address challenges that you are facing.

2/5/16 - During the on campus professional development where I facilitated the Social Studies Pathways
modules I found myself reflecting on how I presented the information, wondering if the team found the
information as well as the modules useful to their personal growth.

2/10/16 While planning student programs at Southwest High School, I communicated with students and
utilized interpersonal skills by effectively interacting with students individually as well as in group
settings.

2/10/16 During the students programs day at Southwest High School, I demonstrated ethical behavior as
I acted professionally, and made sure students were transported to the high school under the guidelines
and procedures of the district. I learned that ethical behavior is always important as a leader, but more
importantly ethical behavior is an example of your moral character.

2/18/16 In the administrators meeting the principal effectively communicated how he wanted to address
each item on the agenda. What I learned is that he made sure the meeting was a collaborative meeting
where everybodys input was valued.

2/25/16 In our SBDM meeting I learned how the principal has to be a positive person who is
willing to listen. I also learned that it is very important to build positive relationships so that you
are able to accomplish goals that need to be met. As a principal you cant complete all task on
your own, some task require help and its important for you to be approachable so people are
willing to go the extra mile with you to achieve the goals of the school.
3/4/16 During my day as an acting assistant principal I encountered a lot of changes, communicating
with parents, investigating issues that were brought to my attention by parents and students. I made sure
that every decision I made I utilized the code ethics when making decisions. I learned that a principal
makes a lot of decisions during the day. I also learned that you have to prioritize your day and stay
organized. Being a principal is a very hectic position and having good leadership skills is very important.
3/24/16 While performing duties as an administrator I had to show that I was able to communicate
effectively with teachers and at times parents as well. I constantly carried myself in an ethical manner and
adhered to the educators code of ethics. I learned that it is important to always exemplify ethical behavior
and treat students, staff, and parents fair.
4/8/16 While performing administrator duties on Friday afternoon I had to communicate with our 8 th
grade counselor in deescalating a big fight that was going to take place after school. I had to get
statements from students, write down the names of students parents and contact those parents to notify
them of whats taking place. Many of the parents were very helpful in helping to deescalate the situation.
The counselor and I Mrs. Rea collaborated and decided what would be the best solution in resolving the
conflict. We decided to bring the two girls into the office where the conflict stemmed and had them to talk
about the conflict. In the end there was a big misunderstanding and the young ladies decided that they
would end the disagreement. From this experience, I learned that you have to get to the bottom of
conflicts between students quick, if not you could have a big problem on your hands. The safety of
students is your number one priority as an administrator.

4/12/16 While collaborating with teachers about helping a student becoming more successful in their
classes I was developing positive and meaningful relationships with the parent as well with my
colleagues. I learned that effective communication with parents and staff creates a school culture that is
focused on making our students and school better.
4/13/16 I was put in charge of investigating two separate incidents related to discipline. While
investigating students turning lights off in the hallway during passing periods, I had to adhere to the
educators code of conduct to make sure I was following policy and procedures when questioning
students. I learned that being an administrator is sometimes like being a detective because you have to
question students in order to resolve issues on your campus.
4/20/16 As began my administrative duties for the day I walked into the APs office and there were eight
students waiting to been seen by an AP and there were eighteen referrals waiting to be worked for the day.
I learned quickly that you have to remain calm, have a strategy and treat the challenges we faced on
Wednesday as opportunities for learning and growth. My mentor Mr. Burrell worked the older referrals
and I began dealing with the students that were in the office. I learned that being an AP at my school one
can become inundated with discipline issues.
4/20/16 Towards the end of the day I spoke with my mentor and asked him how was I doing? We
discussed in detail what being an assistant principal entails. He shared that seventy percent of his time is
dealing with discipline and parents. The other thirty percent he gets a chance to interact with the teachers
via walk-throughs and if teachers are addressing concerns they may have. I have learned through this
process that APs have to be everywhere at all times. You may not be able to complete task that you have
started on, but thats fine, come back and finish it later. If you make a mistake figure out what you did
wrong and make sure you dont do it again.
4/21/16 On this day I was an administrator on duty all day. The most interesting thing happened that was
a learning experience that I will never forget. The power went out in our school for nearly 3 hours. My
initial assignment was to communicate with the teachers that no students were allowed to leave the
classroom and explain to them that the power is out and we I receive further information I would let them
know. I was responsible for the 7th grade upper and lower hallways. I learned that it is very important to
provide teachers with clear and precise instructions.
4/21/16 While the lights were out we had to make sure that we followed policy and procedure in
notifying the proper channels about the situation. We first notified the principal about our situation, then
we notified our principals boss Mr. Townsend who later showed up to assist us, and lastly we notified the
district who sent out electricians to see if it was an electrical issue with the school. We later learned that it
wasnt an issue with the school, power was out in several places surrounding the school. I learned that
you are always supposed to contact the right individuals especially when students safety is involved.

9/7/16 My assistant principal who is my mentor asked me if I could create a schedule for
implementing metal detector random searches. I had to design a schedule for the entire school
year with the days the metal detector will be setup along with which hallways will participate on
those days. Also, I had to include which personnel would be utilized to assist with walking
students to the metal detector scanner and who would be initiating the searches, mainly campus
security and the SRO. I enjoyed the learning experience because I collaborated with my mentor
while creating the schedule. I got a chance to see one aspect of a school system come together
through intense planning.

9/7/16 Led department meeting for 7th grade Social Studies. In this meeting I was tasked with
effectively collaborating the schools mission and the purpose for department meetings. It was brought to
my attention that the 7th grade social studies teachers were not collaborating, they were not turning their
lesson plans in on time, and they seemed to be working independently instead of as a team. I learned that
sometimes its harder to get adults on the same page in order to have a positive outcome. I found its a lot
easier working with students in this particular aspect.

9/8/16 On this day I shadowed my mentor as he conducted teacher walk-thrus. I also was able
to conduct a few walk-thrus with the assistance of my mentor. The most interesting thing I
noticed was the look on most of my colleagues faces when two people entered in their classroom
to observe. I enjoyed the experience of how the walk-thrus were documented on an ipad through
our evaluation system Eduphoria. I understand that feedback is very important and you must be
prompt when providing feedback after you conduct walk-thrus.
9/9/16 My discussion with my schools attendance clerk Mrs. Ramos I learned that her job is
very important and very tedious. She has to make sure the attendance is accurate every day. If
the attendance is incorrect on a constant basis it will negatively impact our school because a
large portion of our funding is based on our schools attendance. I was amazed to learn that a lot
of teachers do not know or understand how our school is funded. She also stated that she is
constantly emailing and reminding teachers to input their attendance and usually its the same
teachers who forget to check their attendance. The attendance is an important function of our
school.
9/13/16 As acting Assistant Principal it was very important for me to always conduct myself in
an ethical manner when communicating with parents, staff, and students. It was important for
me to follow all policies and procedures set by our school and district.
9/15/16 On this day I took out the time to have discussions with the school secretary and
school nurse to get an idea of how they help keep the school functioning smoothly. The school
secretary in my opinion has the biggest responsibility because she is responsible for getting the
school ready to run effectively starting with identifying which teachers are absent and getting
that list to the assistant principal with the names of substitutes to fill those classrooms. She has to
know every aspect of the school and how it operates. My aha was when she stated that every
principal must have a great secretary in order for the school to run effectively. Our secretary has
been at our school for 20 years. The school nurse is responsible for making sure student shot
records are up to date, administering any student their prescribed medication, and assisting any
student who comes to her for any ailment. She is also in constant communication with parents
whose child who has come to her for serious illnesses or accidents.
10/24/16 - Reviewed the job description and evaluation forms for our schools key office personnel
(secretary and records clerk). Meet with them to evaluate their knowledge and understanding of their role
in the school.
10/25/16 Interviewing our schools facility manager showed me how important it is for the principal to
be in good communication with all of his or her custodians. The head custodian is the person who will

notify the principal about any abnormalities that are going on inside or outside the school building.
Communication is a very important key for any successful leader.
10/26/16 - Spoke with the food service manager at our school to discuss current requirements, concerns,
or issues of the program. After speaking with our Food Service Manager I learned that she has concerns
with students are not being held accountable in helping keeping their area clean. I have witnessed
students purposefully dropping trash on the floor and deliberately leaving their trays on the table and
walking out the cafeteria. I think that its the principals responsibility to stay in good communication
with their food service manager in order to address any issues that may arise in the cafeteria to solve
quickly.
10/27/16 - Gathered and compiled a list of current demands/goals that are placed under the responsibility
of the principal and how do they relate to the job description for this position.

10/28/16 - Principals manage public and private elementary and high schools. They set goals for schools
based on the standards set by the school district. They review laws and make sure they are being followed
in their school. They create budgets and make spending decisions about buildings, equipment, and
supplies. Principals evaluate school programs and work to improve education. It is becoming more
common for principals to seek grant money to fund projects. Principals hire teachers and other staff and
are responsible for their evaluations. Principals make sure that students are meeting academic standards.
They must sometimes discipline students who break school rules and meet with parents to discuss student
behavior. They work with students, teachers, and parents to resolve conflict and work to improve school
attendance.
They meet with parent-teacher councils to learn about parents' concerns and often coordinate volunteer
groups to oversee special program or fundraising events. In recent years, schools have begun to address
non-academic issues such as homelessness. Some families rely on schools to provide care before and after
school. Principals work to address the needs of all students attending their school. They may oversee food
programs and health clinics run by the school. They also bring in volunteers to help teachers and work
with students. Larger schools may have assistant principals. They are responsible for scheduling classes.
They also order textbooks and may coordinate school activities. Some assistant principals work directly
with students. They may counsel students on vocational goals. In many schools, they also handle
discipline and attendance problems. I have observed my principal/assistant principal fulfilling these
responsibilities. These are state mandated responsibilities that they are well aware of. As I was
compiling my list, I realized they were both strong educational leaders and serve as role models to us all.
11/2/16 I led our Discipline Committee Meeting where we invited colleagues to hear their input
concerning our newly developed tardy policy. We wanted to collaborate with the staff to see if we were
all on the same page or if we were going in the totally wrong direction. In the meeting I introduced the
new criteria in regards to our new policy. The first item discussed was the implementation of Saturday
School.

Every two weeks


From 8-10am or 9-11am
Housed in the cafeteria or front hallway classrooms
2 teachers/1 administrator will run Saturday school

No breaks/no sleeping/no talking


Students will complete Tardy Intervention Plan
Enrichment activities will be assigned
Wednesday of Saturday of School week will be tardy cut off
Report is ran acquiring students with 6 plus tardys
Letter is sent home Thursday evening notifying parents
No-shows cannot return to school until student/parent/administrator conference takes place.

Most of our colleagues was in agreeance with the new tardy policy for our students with excessive
tardiness. The only concern addressed was which teachers would be used to work Saturday School or
would it be a teacher rotation policy? We are currently working on this issue.
My take away from an administrators stand point, you are always trying to find ways to make you school
better and functional where students are successful and teachers are valued at all times. I liked the fact
that we the leadership team was entrusted with the task to develop a new school wide tardy policy that
could possibly reduce the excessive tardiness we are experiencing on our campus.
11/8/16 - Discussed the rules, procedures, and ramifications of attendance on law, finance, and general
school operation with the attendance clerk.
Student attendance affects school budgets. School districts receive a significant amount of their funding
based upon the number of students who actually attend school each day for any part of the school day.
This is called Average Daily Attendance (ADA). If a student is not in attendance during the school day
for any reason, even with a valid excuse, the district does not receive ADA that day for that student.
Potential losses in ADA revenue affect all students because it can lead to budget cuts affecting a variety of
programs, as well as individual schools. There is a large impact on the student, the school and the
community when a student does not attend school regularly. Because of this impact, in most states there
are laws requiring a child to attend school until he is eighteen. Because of the way the funding formula is
written it is not easy to come up with a per student, per absent dollar amount. Funding is based on average
daily attendance (ADA) of groups of students. From July 2014 January 2015, total revenue lost in our
district due to absences was a 107,320,202.

Standard Four:

School Culture. The principal is responsible for establishing and

implementing a shared vision and culture of high expectations for all staff and students.
(i)

Shared vision of high achievement. The principal develops and implements a shared
vision of high expectations for students and staff.

(ii)

Culture of high expectations. The principal establishes and monitors clear


expectations for adult and student conduct and implements social and emotional
supports for students.

(iii)

Intentional family and community engagement. The principal engages families and
community members in student learning.

(iv)
(v)

Safe school environment. The principal creates an atmosphere of safety that


encourages the social, emotional, and physical well-being of staff and students.
Discipline. The principal oversees an orderly environment, maintaining expectations
for student behavior while implementing a variety of student discipline techniques to
meet the needs of individual students.

1/21/16 Supervision of Students during 7th and 8th grade basketball game (1) - I found that being the
supervising students and parents to ensure school safety was not so bad. The night went very smoothly
without any incidents.
1/29/16 I was the acting administrator on duty for metal detector sweeps. My role as the administrator
was to enter into designated classrooms and announce, we are conducting metal detector sweeps and
students need to grab all of their belongings and line up at the door to begin the process of lining students
up at the metal detector. I was also responsible for having students empty their pockets and place
belongings into a plastic tray and instruct them to proceed through the metal detector as security searched
their bags.
1/21/16 Overseeing an orderly environment during 7th and 8th grade basketball game (1) - As I was
overseeing the orderly environment of a girls basketball game I found myself thinking about how would I
handle certain situations if they were to arise.
1/28/16 Administrators meeting with the new In-School Suspension teacher. I was able to sit in the
meeting that was being conducted by the principal who was sharing his vision of how he wanted to see
the ISS program being implemented. It was an experience where I was also able to provide input and see
how the principal plans and collaborates with all stakeholders in order to establish a system that can work
if all stakeholders have an input and everybody is on the same page.

2/10/16 As I participated in the High School Programs day I helped to implement the principals vision
of student high achievement. I encouraged students to ask questions and learn more about the programs
being offered to them. I learned how important it is to expose students to positive programs that are
available to help them become better citizens in society.

2/10/16 During the High School Programs Day I found myself setting clear expectations for student
conduct during the field trip. I implemented rules and guidelines while being transported to the high
school. While at the high school I communicated with students that they can be whatever they put their
mind too. I showed students that I supported their decisions as they prepare for this major transition in
their lives.

2/19/16 As part of restructuring our In-School Suspension I have been put in charge of providing ideas
and components for behavior in place for our new ISS teacher. I provided the new instructor strategies in
building relationships with students and making ISS a place where students are not fond of going. ISS is
an ongoing work in progress.

2/19/16 While working with the ISS instructor we are working on student expectations for ISS and
implementing educational resources that students can work on so they are not losing a significant amount

of instruction while out of the classroom. One eye opener I witnessed is the lack of teacher participation
in delivering work to students who are missing instruction due to being in ISS.

2/25/16 During our meeting I saw how important it is for parents and someone from the community to
be part of the board who helps make decisions that will benefit the learning of our students. The parents
who were present at our meeting were very engaged and had great input and some valid concerns
especially in the area of bullying. Parents were also concerned with teachers really getting to know their
students so that teachers can better serve struggling students. Engaging families and the community is
one key to creating a successful school.

2/26/16 On this past Friday I acted as the administrator for cafeteria duty for all three lunch periods. I
learned that it is important for the administrator to be visible in order to ensure the safety of all students.
It is also important that there is some kind of system in place on how students enter the cafeteria,
guidelines in place while students are in the cafeteria, and how students exit the cafeteria. I noticed that
the first lunch had a good system in place, but the 2nd lunch and 3rd lunch need some work. I also noticed
that if all three lunches were consistent in how students conduct themselves in the cafeteria the process
would run much more smoothly. I see that teachers need to work together better and be more vocal when
need be.

2/26/16 Overseeing an orderly environment during all three lunches. I found myself constantly
directing students to their designated areas. For example, girls are on one side of the lunch room and boys
are on the other side. I feel that teachers who are on duty should be more vocal to ensure that students are
following the rules that have been put in place for the cafeteria. I learned that when you are visible,
moving around, and talking to students they are less likely to get in trouble.

3/5/16 The bulk of my day I handle disciplinary issues. At times I would have six and seven students
waiting in the office at one time. I learned to keep the office clear during this process. Depending on the
nature of the referral I had to look at our behavioral matrix and our student code of conduct handbook and
determine what level of punishment would be warranted. I learned that handling discipline can become
stressful and its very important to communicate with parents if you are suspending students or placing
them in school suspension.
3/24/16 While acting as an administrator, I mainly focused on discipline. I learned how to work referrals
that had been sent by teachers and make decisions on how to address students based on information
provided by the teacher. I learned how to utilize our student code of conduct behavior matrix in order to
decide what consequence should be given based on student actions. I also communicated with parents if I
had to suspend a student. I also learned how to investigate situations when it involved more than one
student. I learned how important it is to provide a safe learning environment for all students.
4/8/2016 Due to the discipline issues at our school I spent most of the afternoon putting out fires and
communicating to the students what are the expectations expected of them. I worked diligently with the
substitute teacher in our Off Campus Intervention program (OCI). There were troubled students who were
giving the sub a hard time and it was my responsibility to make sure first, there was a safe environment,
and communicating with the students the schools high expectations in maintaining positive behavior. I
learned that subs need training when it comes to dealing with certain groups of students. Raising your
voice, getting into a power struggle with students is a recipe for disaster. Not only subs, but teachers as

well should do their best in trying to build relationships with the students if they want more positive
results.
4/15/16 I spoke with the head of campus security Ms. Ngina Timmons about her role and responsibilities
as a campus monitor. Ms. Timmons explained to me that her main duty is to make sure that the premises
are safe and secure for every person. She and the other office monitors have to always be visible and
keep an eye out in order to keep the building safe. She also took me on a tour of the school and showed
me all the places where students can hide within and around the building. She stressed as campus
monitors they have to step into situations without being asked most timejust be proactive. I learned
that campus monitors are your backbone within a large school that helps the school to run efficiently dayto-day.
4/13/2016 While on administrative duty I was responsible for walking the halls in order to catch students
who are skipping class and or roaming the halls without hall passes. I also helped substitute teachers who
were having problems with disruptive students in the classroom. I learned that being an administrator
spends a lot of their time dealing with disciplinary issues and it is very important to learn how to prioritize
your day.
4/21/16 While the power was out at our school for several hours I was responsible in helping to make
sure that students were in a safe school environment. I carried a box of flashlights and made sure teachers
had flashlights, especially the classrooms that were stationed on the interior of the school building that
lacked windows. These teachers were very appreciative for the flashlights due to being in complete
darkness. Some teachers and students were using their cellphones as flashlights.
4/20/2016 and 4/21/2016 For the rest of the half of both days especially Thursday when the lights came
back on we tackled many discipline issues. We dealt with fights, students violating the schools cell phone
policy, and students being disrespectful to substitutes. I spent a lot of time communicating with parents
and communicating with students about their actions in the classroom.

8/30/2016 While working as the administrator on duty for afterschool busing I mainly focused
on assisting students get on the right bus and ensured the safety of all students. I also monitored
students whose bus had not arrived on time. I was amazed to learn that many students did not
know their cross streets so that I could provide them with the correct bus number for them to
ride.
8/31/2016 My aha moment while being one of the administrators on bus duty is to make sure
you keep your ears open and listen to what students are saying and doing. I was able to overhear conversations of a few girls plotting to attack another female student and I was able to next
day.
9/1/2016 On this day I was the Administrator on duty for the 7th grade girls volleyball game.
Everything went smoothly. The parents and spectators were very engaged in the game and very
one was very respectful with no problems. My main focus was to make sure students were safe
and build positive relationships with parents.

9/1/2016 While providing safety and security for students as they load the buses to go home I
was approached by one of the bus drivers who had an issue on her bus that I need to investigate.
I called the students off the bus one at a time and questioned the students. While investigating
that situation a fight broke out between two male students near the school and I had to assist with
that situation. My aha moment is that as an administrator at any moment you could have two
and three incident that may arise at the same time and you have to focus on the highest priority
first.
9/2/2016 On this day I had discussions with our new Instructional Specialist about their
responsibilities as instructional specialist and their added value to our campus. I learned that in
their position they are basically coaches. They give teachers advice on how to enhance whatever
they are doing in class or not doing. They provide ideas and suggestions and they also help
provide resources. They are the support for the teachers but they also stay in constant
communication with the principal and implement ideas that the principal wants to see in the
classroom. I see the instructional specialist as added value to our campus because they provide
fresh ideas that can be utilized in the classroom that can enhance overall student learning.
9/7/16 My assistant principal who is my mentor asked me if I could create a schedule for
implementing metal detector random searches. I had to design a schedule for the entire school
year with the days the metal detector will be setup along with which hallways will participate on
those days. Also, I had to include which personnel would be utilized to assist with walking
students to the metal detector scanner and who would be initiating the searches, mainly campus
security and the SRO. I enjoyed the learning experience because I collaborated with my mentor
while creating the schedule. I got a chance to see one aspect of a school system come together
through intense planning.
9/7/16 After school I lead our Discipline Committee Meeting which turned out to be a very
productive meeting. We discussed strategies that can be utilized by teachers to eliminate writing
so many referrals. Our school led the district last year in referrals and the purpose of the meeting
was to discuss and find solutions. My aha moment is when I read the breakdown of types of
referrals written and how many referrals should have not been written. I was shocked as well as
concerned to see so many teachers by pass calling parents and arranging parent teacher
conferences and decided to write referrals instead.
9/8/16 Led the process of retrieving students out of their classrooms with all of their
belongings. I also went into the classroom to inform the students to line up at the door with all of
their belongings and escorted them to the designated area where the metal detector scanner was
located. I made sure students were not trying to pass any items along to other students while
campus security searched students bags if scanner beeped.
9/13/16 While acting as an Assistant Principal a majority of my time was focused on handling
discipline issues and making sure the entire school atmosphere remained safe for all students and
staff. I entered students into the system who were in the office for discipline issues and
designated punishment based on our schools behavioral matrix which defines student
punishment based on student misbehaviors. I also communicated with parents to notify them of

their childs behavior in order to build positive relationships. Based on some of my parent
contacts I was able to disrupt a planned student fight between some girls. The parents were very
supportive and were willing to help resolve the issue.
9/19 9/20/2016 Every day after school from 4:20 to 4:50 I assist my Assistant
Principal/Mentor with bus duty. My sole responsibilities is to make sure students are getting on
the bus safely and any students whose bus has not arrived provide supervision to those students
until their bus arrives. Sometimes I have to assist students in providing them with the correct bus
information if there is a change in bus numbers. At times the bus barn does not notify us that the
original bus is out of service and they will be sending a different bus which causes confusion
most times.
11/16/16 Supervision of students in Hallways
While supervising students in the hallways I was strategically located in different locations
throughout the school building where we have high student traffic. I made sure students were
moving swiftly through the halls while transitioning to their next class. I addressed students who
were horse-playing and students who were in the wrong area due to be 7th graders and they were
on 8th grade hallways. My main goal was to make sure the hallways were clear once the tardy
bell rang. We have a serious issue with tardies and we are trying to implement ways to reduce the
number of tardies we are seeing based on remaining students in hallways after the tardy bell
rings. As for me, if I were principal I would continue to address my expectations for students
and be very visible in the hallways making sure students get to class on time in order to keep
tardies at a minimum.
11/17/16 Supervision of students in Cafeteria
While acting administrator on duty in the cafeteria I was responsible for making sure students
were safe and there were no incidents in the cafeteria. There are also three teachers on duty in
the lunch room to help ensure the safety of all students. I made sure students were in their proper
lunch lines, helped assist teachers on duty if incidents occurred, and made sure that girls were on
one side of the lunch room and boys on the other side. Students remain in the cafeteria until the
bell rings for the next lunch which I ensure students exit the cafeteria in a safe and orderly
manner. There are two doors in the cafeteria and the boys exit from one door and the girls exit
from the other door. My Ah ha would be observing the teachers dumping the students lunch
trays which I thought was a little odd. I felt that students should be held responsible for dumping
their own lunch trays. I asked my mentor about this process and he stated they dumped students
lunch trays in order to eliminate excessive student movement in the cafeteria which would
reduce the number of student incidents.

Standard Five:

Strategic Operations. The principal is responsible for implementing systems

that align with the school's vision and improve the quality of instruction.
(i)
(ii)

(iii)
(iv)

Strategic planning. The principal outlines and tracks clear goals, targets, and strategies
aligned to a school vision that improves teacher effectiveness and student outcomes.
Maximized learning time. The principal implements daily schedules and a year-long
calendar that plan for regular data-driven instruction cycles, give students access to
diverse and rigorous course offerings, and build in time for staff professional
development.
Tactical resource management. The principal aligns resources with the needs of the
school and effectively monitors the impact on school goals.
Policy implementation and advocacy. The principal collaborates with district staff to
implement and advocate for district policies that meet the needs of students and staff.

1/29/16 Administrators meeting for In-School Suspension program. In this meeting I was able to observe
the principal outline clear goals in regards to how he wanted the ISS program to work. He outlined his
vision and wanted everybody to collaborate and offer suggestions and provide any changes that we saw
was needed.
2/4/16 - By facilitating our PLC data meeting I was able to envision why my principal wanted to
implement system which would now encouraging teachers to analyze the data on their students and begin
taking the necessary steps in helping our students to become successful. I understood the importance of
breaking the meeting down by content so that each content can begin having those discussions about what
interventions need to be implemented in our perspective departments in order to have more student
successful outcomes.
2/6/16 - Our on campus professional development was based on the needs of the school and each
department was tasked with activities that would have a positive impact on the school. I learned that the
information I was facilitating I will eventually be able to see if the Social Studies department is actually
implementing some of the activities into their lessons by doing walk-thrus with my campus mentor. I
understand how important it is to effectively monitor how resources are being utilized in the school.

2/10/16 For the High School Programs Day I helped strategically plan how 8th grade students will be
dismissed from their 1st period classes to load onto the buses. I also help plan where students would go
once they return to school from the program. I learned how important it is for you to be able to make
sound decisions that will ensure student safety.

2/19/16 In order to enhance our In-school Suspension program it requires strategic planning. I am
utilizing the goals of the principal and I am working tangibly with my mentor in creating the vision for an
effective program that will ensure the safety of our students as well as aligns with the vision of the school
and our behavioral expectations.

2/19/16 Due to the principal being in direct communication with district staff he was notified that our
school is leading the district in referrals and discipline issues. That information is passed along so that
my mentor and I can brainstorm ideas that will help teachers reduce the number of referrals being written.

One way we will address this issue is encouraging to utilize PBIS (Positive Behavior Intervention
System) first before writing referrals. I learned that when you are a principal and you take on a school
with behavior issues its hard to take a stand to curb behavior and make the district happy at the same
time.

3/9/16 As the leader of our Social Studies department PLC I was tasked with delivering clear goals and
targets that our building principal wanted us to meet. I had to make sure that the team understood how
the STARR Campus wide Blitz would help improve student outcomes on our upcoming 8 th Grade ELA
Reading STARR exam. I learned that careful planning is needed when you want to initiate programs such
as the Campus Blitz because some teachers will see the program as a three day cram session. Be sure to
have clear goals and how the program will beneficial to our students and school.
3/24/16 I was responsible for making sure that all classes were covered with substitutes for teachers who
were out. In the event if we are short subs its my responsibility to fill those vacant classes with teacher
assistants and/or co-teachers. It was also my responsibility to make sure that all classes that needed subs
that resources were provided in order to enhance student learning.
3/31/16: In our final discussion the data analyst explained how its the principals responsibility to
implement instructional strategies that will be beneficial for students and their overall success in learning.
I learned being a data analyst, one, you have to have great organizational skills, you have to be able to
analyze data and explain the data to colleagues in a manner they understand. During testing the major
responsibility is making sure every student is receiving the correct test.
4/14/16 Spoke with Mr. Charles Miller Custodian Supervisor and he explained to me his role and
responsibilities as the head custodian on campus. His main job is to make sure the school is running
efficiently at all times. Its very important for him to walk the school and prioritize issues that need to be
addressed for the day. Any issues he or his team cant fix he places work orders for those problems. Mr.
Miller took me on a tour and showed me how a typical day runs for him. I learned a lot from Mr. Miller
and got a good understanding of how important good custodians are for your building as a principal.
4/21/16 While the power was out at the school lunch time was nearing and we had to devise a plan that
would make lunch run smoothly due to the lack of power. We decided to start with the 7 th grade hallways
and teachers will walk each of their classes to the cafeteria and bring their lunch back to the classroom.
Each administrator was responsible for a hallway and we notified the teacher when it was their turn to
line their class up for lunch. We also had the classes that were located in the interior of the school to
report to open classrooms with windows once they received their lunch. As we were implementing our
plan and everything running smoothly, the lights come on. We decided to continue with the plan and the
teachers were to hold their students in their class until 4 th period which was another 45 minutes. I learned
a lot from this experience, especially being able to make quick sound decisions.

9/2/2016 During our Social Studies department meeting I was responsible for leading the
planning for the next week. We planned as a department what objectives we will be teaching for
the next week. We discussed what activities we will use and what check for understanding
methods we will utilize throughout the week.

9/9/2016 During our Social Studies department meeting I was responsible for leading the
planning for the next week. We planned as a department what objectives we will be teaching for
the next week. We discussed what activities we will use and what check for understanding
methods we will utilize throughout the week. We also discussed a new Career and College
Readiness curriculum we have to teach next week. The career and college readiness curriculum
is a two day curriculum that was implemented by Texas House Bill 18.
9/23/2016 While in Discipline Committee Meeting we collaborated on ways to reduce
infractions by reviewing the behavioral matrix and determining which behaviors warranted an
automatic referral and behaviors that did not. Once we identified behaviors that does not warrant
an automatic referral we then collaborated on a process that would provide teachers steps to
follow before writing a referral. On Wednesday September 28th I will present the new process
that we implemented in our committee meeting and which behaviors the new process will be
associated with. My aha I realized during our meeting is leaders have to be able to make
decisions quickly as well as listen to others opinions and be able to make sound decisions based
on whats being discussed.
10/4/16 I was responsible for creating and administer a survey that gauges staff opinion of
professional development at our school. The purpose of professional development is to improve
learner outcomes by changing instructional behavior to achieve a pre-determined goal.
Professional Development should motivate, encourage, educate, empower, and excite you. It
should make your life easier. Unfortunately, many teachers (and administrators) don't feel this
way about their professional development. My charge for this activity was to create and
administer a survey that gauges staff opinion of professional development .at our school. This
survey will provide administrators and CI Team much needed insight on the effectiveness or
ineffectiveness of our past and present professional development initiatives. It will provide
information on the types of current and relevant staff development activities we, the teachers, the
ones in the trenches, are most interested in. All of the participants put in some a statement about
how they love our half day professional development time given to us by our principal. I have
been the facilitator for a few of these PD meetings this year. This time gave our entire gradelevel team the opportunity to dialogue about curriculum, look a data, and plan. Participants
believe we need activities that are relevant to our classrooms today. We need to stop getting
outsiders to come in and begin to utilize the resources, knowledge, and experience collecting
dust in our building. Who knows us and our children better than we do? It is unreasonable to
expect that individual professional development activities will immediately result in altered longterm instructional behavior, improved learner performance, or changed organizational structures
and practices if there is no buy-in from the audience. The purpose of this survey is to not only
provide information on the impact of professional development at our school, but also to provide
data for refining and adjusting professional development activities to ensure that services can be
improved on an ongoing basis. At our school we use data to guide instruction and practices. We
also need to use data to guide and plan for professional development.

10/6/16 - Reviewed the board training requirements and the role of the superintendent in this
process. School board members are required to participate in a training program that deals with
personnel, curriculum, and current educational issues. Research suggests that school board
members need training and ongoing professional development in order to surmount challenges
that limit their ability to make sound policy and budgetary decisions. These challenges include
insufficient time, confusion over policy, lack of knowledge of school programs, and state or
federally mandated policies and laws. All school board members must be aware of the programs
being implemented in their districts and have knowledge of state education policies. They must
also understand the principles of strategic planning and budgeting as well as the importance of
high-quality instruction for student achievement.
Training Requirements for Board Members:
Local District Orientation: Required for new board member; not required by the
experienced board member. Training is provided by the local district.
Orientation to the Texas Education Code: 3 hours required for new board member; not
required for experienced board member. Training is provided by the Education Service
Center.
Update to the Texas Education Code: Of sufficient length to address major changes.
This training is a requirement for both the new and experienced board member. Training
is provided by the Education Service Center.
Team-building Session/Assessment of Continuing Education: This is a required, 3 hour
training for both the new and experienced board member. Training is provided by the
Education Service Center or another registered provider.
Additional Continuing Education, based on assessed need and Framework for School
Board Development: At least 10 hours for new board members; at least 5 hours for
experienced board members. Training is provided by the Education Service Center or
another registered provider.
Total Minimum Number of Hours: 16 hours plus local district orientation & update for new
board members; 8 hours plus update for experienced board member.
10/11/16 - Strategic Plan/ Review the strategic plan for my school: I also reviewed our
schools strategic plan with one of the staff representative on the Council. I learned that the
purpose of this plan is to serve as a blueprint for campus improvement which is to improve the
quality of teaching and learning. The CIP serves as a framework for analyzing problems and
addressing instructional issues in achievement, test participation, attendance, and graduation.
There are specific CIP requirements that call for all stages being developed or revised in
consultation with parents, school staff, LEA, and outside experts. Components of the CIP must
include a mission statement, committee members, a comprehensive needs assessment,
measurable performance objectives, reform efforts, (strategies, activities, and initiatives), and
resources. This plan must be approved by the district before implementation and submitted to
LEA for approval. As far as creating one, I was given some valuable advice through a handout
that lists the Dos and Donts of creating a CIP. I have placed this handout in my file for future
reference.
10/20/16 Student Discipline (Participated in Book Club to improve discipline and
student/teacher relationships)

This year I served as an active member in one of our Book Clubs There are three selections offered
throughout. I participated in the first one entitled, Teaching Through Love and Logic. Our 12 member
group participated in discussions and activities that centered around the principles included in the book
Parenting with Love and Logic by Jim Fay and Foster W. Cline, M.D. The Love and Logic philosophy
is based on the experiences of the authors combined total of over 50 years of working with and raising
kids. This book was purchased by our principal from school funds and will become an added resource to
our professional library.
Love and Logic is a discipline program designed to help teach parents and teachers those skills that
will enable their child/student to learn responsibility, make choices, and face consequences. Reading this
book show parents and teachers how to think, react, and deal with children in a loving and logical manner.
When a child is given a task, makes their own choices, and fails, the consequences for their decision are
given with love and empathy from parents and teachers. The child is required to think about and deal with
consequences of their behavior. Love and Logic "uses humor, hope, and empathy to build up the
adult/child relationship, emphasizes respect and dignity for both children and adults, provides real limits
in a loving way, and teaches consequences and healthy decision-making.
There are four beliefs that form the foundation of Love and Logic. They are:
1. Discipline is effective when it is a central part of learning.
2. Misbehavior finds its roots in discouragement and control issues.
3. Modeling of self-disciplined behavior is our best teaching tool.
4. The most critical component of discipline is the relationship that is built between the teacher and
the student (Fay and Cline, M.D., 1997).
There are also four principles of Love and Logic as listed in Discipline with Love and Logic by the
same author. They are:
1. The student's self-concept is always a prime consideration.
2. The child is always left with a feeling that he/she has some control.
3. An equal balance of consequences and empathy replaces punishment whenever possible.
4. The student is required to do more thinking than the adult.
Reading and discussing Love and Logic is showing me how taking the anger, intimidation, and
threats out of dealing with students ready for a fight and argument. Love and Logic parents/teachers
know that no child is going to accept consequences without an argument, Love and Logic show
parents/teachers how they can handle arguments and disagreements effectively. Fay advises "just go
brain dead". This means don't argue or match wits with the child. Simply repeat, as many times as
necessary, "I love you too much to argue." No matter what argument is. Parents/Teachers who learn how
to use the techniques listed in this book, completely change, for the better, their relationships with kids
and take control of the home and classrooms in loving ways.
10/17/16 - Learning Technology - Reviewed the Technology Division website. Identified the members
of our district/school Technology Response Team. Created a list of technology training available to
administrators. Our districts Technology Division oversees classroom technology, technology repair,
networks, information systems, online learning, data systems, and libraries. Their goal is Universal
Access which means 100% accessibility to the content and systems needed as a 21 st century educator.
Part of this division is the Technology Response Team. Knowing who to call or contact when problems
related to technology arise is essential and lifts a huge burden off the shoulders of the administrator. The
TR team exists to serve the staff and students of our district with expert technical support and outstanding
customer service. They are committed to supporting student and educator success through providing
innovative technologies and reliable support. The TRT is comprised of several roles, some visible and
some behind the scene. Each persons role is vital to the success of our districts mission. These roles
include:

Telecommunications: These individuals provide day-to-day support for the entire districts
phone and voice message systems. Everything you need to contact your co-workers, supervisors,
parents, or anyone else is made available by these support professionals. Theres a joke about this
group: If you are having trouble making a call, submit an SOS because you cant use your
phone and thats the only they will know you need assistance!
Systems Engineers: These individuals provide day-to-day support behind the scenes by ensuring
that we have access and support to all the network resources we need. They are the wizards
behind the curtain of the Tech Team. From network infrastructure, to email, to application
deployment, these individuals make it all possible. All you have to do is let them know your
issue, via an SOS ticket, and they will assist you with finding a solution.
Service Desk Specialists: They provide us with day-to-day remote support by phone, email, or
ticket systems. They are the voice of the team and are 100% committed to identifying,
troubleshooting and escalating technical issues. Help is only an SOS ticket away.
Computer Technicians: These individuals provide us with day-to-day support via remote or onsite. They are the face of the Tech Team and strive to provide us with professional expertise and
excellent service when technical issues arise. Again, help is only an SOS ticket away.

10/21/16 Student Services Brochure - Created a brochure that provides parents with information
about after-school programs available at our school and in our community.
Our school district provides an after-school program, called After the Bell, on our campus. In the After
the Bell Academy, certified teachers and teaching assistants provide students with academic
reinforcement and fun activities including games, art projects, music, and character development
education. This after-school program is available for students grades 7-8th. At our school, a ninety
minute block is allocated for enrichment activities such as homework completion in all subject areas;
tutorials; STAAR preparation and computer lab. There is also time allotted for free play as well as
structured game times. Students have access to learning how to cook, learn to play chess, an organized
boxing program, and many other fun activities. A full snack is provided to all of the children, and the
program operates from school dismissal time to 6:00 p.m. Monday through Friday. After the program has
ended at 6 a bus is provided for transportation where it takes the students to a nearby elementary school
for parent pick up. Our afterschool program is free to all students. Student, Family and Community
Services is the office to contact if parents are interested or need more information. All of this information
is included in the brochure I created.

10/28/16 - Business Involvement and Partnership


Compiled a list of social agencies that are available to help and support our students, faculty, and
administration.
Public schools and social service agencies often serve the same clients and have the same goals. Both also
have too few resources to adequately respond to the myriad problems facing children and families today.
If schools don't collaborate with social service agencies, schools will end up assuming responsibility for
problems that go well beyond their educational scope. It is, therefore, in the interest of schools to take the

lead in establishing a collaborative process with social service agencies. The social agencies available to
help our school are:
Big Brothers & Sisters, bbbsi.org-National research has shown that positive relationships between
Littles and their Bigs have a direct and measurable impact on childrens lives. By participating in their
programs, Little Brothers and Sisters are more confident in their schoolwork performance, able to get
along better with their families, less likely to begin using illegal drugs, less likely to begin using alcohol,
and less likely to skip school,
The Family Place, familyplace.org For 33 years, The Family Places mission to end the epidemic of
family violence has remained constant. We believe that intervention, emergency shelter, and crisis
counseling for all victims-women, children and men-will save lives and that transitional housing and case
management will transform lives for the better.