EDLD 5397 Week 5 Discussion Post

5 Discussion - Part 2

My greatest surprise? That is hard for me as I hate picking one thing, ever. One thing I know is that if you go far enough "up the ladder", in any group, there is always the guy. Regardless of title, position, or office, if you really pay attention there is always the one person that makes things happen. Sometimes it actually is the person with the title, position, and/or office, but not always. Maybe it is the secretary. Maybe it is the janitor. Maybe it is the longest-term member. Maybe it is the new person that is full of desire, knowledge, and charisma. Groups by nature are full of people in search of something, be it belonging, acceptance, friendship, power, etc. When you take a step back and view the group with a wide angle lens you are more able to see what it is that has brought people to the group, what they are seeking, and what direction the group is moving in. Sometimes there is a person in a group that has a particular agenda, and they can totally sway and skew what happens in that particular group, sometimes from an apparent position of humility, innocence, and support. In schools this is no different. As an administrator (I am assuming that this particular question is being asked of me as a future administrator and not just a general question about me, some average Joe, and my feelings about groups in general) I will make it a point to know the people that are in the groups around my campus. I will make it a point to stay abreast and up to date as it pertains to the agenda, design, actions, and happenings of the gruops on my campus. Groups are a place where things get done, but they are also a place where power can, and often does, be assumed and grown. Sometimes it is good to have people in powerful positions. Sometimes it is not good to have people in powerful positions. An effective campus leader keeps an eye on everything that happens on their campus. There are countless groups, some formal some informal, and they all need different levels of attention from the principal. Finding that balance is the dance that we all must learn to be effective leaders of healthy campuses.

Part 2B:
Post three recommendations you would make for school improvement/student learning.

Testing is out of control! We are raising up a generation of test takers, in a world that is obsessed with technical advancements. It bothers me that so many, supposedly highly educated, "leaders" don't see that problem with this issue. We teach students about great thinkers, creators, and do-ers from the past yet we do little to encourage those same students to think, create, and do. My students are good at memorizing a set of facts for a periodic regurgitation of said facts on a piece of paper. The problem is that after the test is over the set of facts is forgotten as they were never important to the student and they were never made an integral part of the students life. There is a reason that we still espouse the teachings of Plato, Socrates, and Aristotle. However, we seem to have forgotten their classical style of teaching. Experiential learning has slowly and surely disappeared. I have always felt that my purpose is to push students to take a step. The step is different for every student. Some students need to step forward to speak. Some need to step forward to draw a picture. Some need to step into a leadership position. Some need to step down. Everyone is comfortable doing something. Helping them take one more step is what I do. That is what the classical teachers did. Ask questions like who, where, why, how. You don't need to memorize a contrived list of data when you possess the actual ability to think, learn, and achieve. Testing, it's a joke that isn't helping our educational system progress. If anything our continual testing is what holds us back from being able to succeed on a test.

Students need to write. Regardless of what subject a teacher is responsible for teaching their students must learn to write about it. To write is to think. By writing about a subject students can take what they've been taught and turn it into practical thought and understanding for themselves. Rather than just knowing that something exists, it is imperative that our students actually know how to use, implement, and manipulate what we tell them exists.

The last suggestion I have for improvement of schools is increasing teacher's take home pay. I know that this is something I have very little control or influence over. I know that many in society think that teachers are over paid as this is being written. All we ever tell our students is how important education is. Not just we as teachers, but society says it, television says it, everywhere you turn the word is education. Yet, teachers make it by on a check to check type of life in most cases. The parking lot of a former school I taught at looked like a Denali, Camero, and/or Hummer dealership. However, the teacher parking lot looked like "Bob's Used Car Lot" where the commercials would start with,"They're a deal, they're a steal, they're fore real!" One parent at the school would sometimes bring things to her son when he forgot them in one of her cars, an Aston-Martin. This was her daily "around town" vehicle. The son drove a$95,000+Nissan GT-R. This student was one of many at the school. This student's parents had high school educations, mom was a homemaker, and the dad worked in the oil field. Education may "pay", but only if you choose to use that education in a non-educational way. Those who choose to educate are looked down on oftentimes. Everyone has heard the phrase, "Those who can, do; those who can't teach."  This phrase makes me frustrated as it isn't accurate. I used to live "on the road" as a musician, and trust me it isn't all sexy, glamorous, and exciting. Sure it is fun for a week or two, and then it is a really hard job. What so many touring musicians dream of is a "regular gig" where they could stay in one place and be with family. A buddy played with George Strait and told me that all the musicians hated it. All the spotlights were on George, even during a guitar solo by somebody else, and that you only got to play the notes assigned to you. When asked about how awesome it was to play with George each night his response was, "No, I play the same five notes at the same time in the same songs each night. You guys get to play what you want and actually say something with your music." I would probably hit the road tomorrow if King George called and asked for a rhythm guitar player, sax player, or backup singer. And the reason why is the money, not the standing in the back row in the dark. I love my job, and my students, but I'm not Unicef. This isn't a volunteer job that I do as a part of a charity organization. That doesn't put food on my table or clothes on my children's backs.Quote

EDLD 5345 - Human Resources (Week #4 Discussion Post)

As a new building principal you review your office and discover your Crisis Management Plan is not present.  Reviewing the list of manuals you notice your maintenance yearly and monthly reports, your present vendor contracts, your technology plan yearly report, and your campus improvement plan, your present report listing any and all grants in process on your campus.  List in order the process needed to alleviate the concern of the missing Crisis Management Plan.

There is more than one answer to this question. First I’ll chase the rabbit down the trail as to how I would deal with the missing CMP using local resources in my current district. Next I will discuss what the TEA Financial Accountability System Resource Guide (2010) has to say about the issue.

In my district we have a Safety Program/Risk Management Emergency Plan document posted on the district website. The document is listed CKC (legal). The sub-headings listed in the plan are as follows:

•        Emergency Operations Plan
•        Train Derailment
•        Disclosure

The district has a multihazard emergency operation plan for the use of all district facilities. The plan covers the areas of mitigation, preparedness, response, and recovery as they are each defined by the Texas Commissioner of Education, of course in conjunction with the Texas governor’s office of homeland security. This plan must provide for the following:

1. District employee training in responding to an emergency;

2. Mandatory school drills and exercises to prepare District students and employees for responding to an emergency;

3. Measures to ensure coordination with the Texas Department of State Health Services (TDSHS) and local emergency management agencies, law enforcement, health departments, and fire departments in the event of an emergency; and

4. The implementation of a required safety and security audit.

(Friona ISD, 185903. (2010). Update 87 CKC (Legal)-P, SAFETY PROGRAM/RISK MANAGEMENT EMERGENCY PLANS. Retrieved from: http://pol.tasb.org/Policy/Download/992?filename=CKC%28LEGAL%29.pdf.)

In light of the fact that this plan is a legal requirement from the governor’s office of homeland security I would, as a principal, know that it does exist. My first move would be to contact the superintendent’s office and request a copy of the document. Next I would do the following:

1.      If the document is online I would save a copy of it to my hard drive.

a.     If this scenario was able to come to fruition I would also save the file on a mobile drive as well.

b.     After downloading the document I would print a copy and place it in my administrative files.

2.     If the document is not online I would ask the superintendent if his secretary could please fax them to my office.

a.     In addition to the faxed copy I would ask the superintendent’s office to courier an original copy for my official files.

In the event the district has not drafted these documents as of yet, I would first talk with my superintendent about this issue. Per the TEA, this document is discretionary:

 “The focus of the remaining sections of this module is to present ways and methods that school districts can utilize (at their discretion) to improve overall management.”

 (Texas Education Agency Financial Accountability System Resource Guide (2010) Module 8. Management, Update 14. Pg. 5. Retrieved from: http://www.tea.state.tx.us/index4.aspx?id=1222).

This is a bit of a sticky wicket as in the legal documentation listed on the district website the district shall create this document at the behest of the governor’s office of homeland security. In the TEA Resource Guide this item is listed as discretionary. There is an exhaustive list of steps to follow in Module 8 (Management, Update 14) from the TEA to follow for drafting the Crisis Management Plan. I won’t list them all here as it is long and everyone viewing this should have the document as a part of the Week 4 EDLD 5345 readings.

EDLD 5345 Week 2 Discussion Post on Ethics

How do you define ethics?

I define ethics as a personal code that one lives their life by, a way of doing things. Merriam-Webster defines ethic as, “rules of behavior based on ideas about what is morally good and bad”, and ethics would be the study of such things. Any good student of philosophy delineates ethics into the three categories of metaethics (where our ethical principles come from), normative ethics (how we arrive at moral standards that regulate right and wrong conduct), and applied ethics (examination of specific controversial issues).

The three of these definitions (mine, Merriam-Webster’s, and IEP’s) all define ethics. However, the definition of ethics isn’t what concerns me. What concerns me is the underlying root of ethics. It’s those words good and evil that I’m talking about here. Who decides what is good and what is evil. In some cultures murder is wrong, yet it is considered acceptable in others. Rape is deplorable to some cultures while others find the practice a part of the norm. When certain individuals are tried in an American court for behavior that is considered bad their defense is religious expression and practice. One of this week’s readings cites the “Golden Rule”, which is a part of Judeo-Christian ethics, which is globally accepted in today’s societies as acceptable belief. This is fine, but what if a person has an ethical stance in direct opposition to the Golden Rule; should we shun that person and their beliefs?

Why am I bringing these thoughts up? My agenda is to make people think; the same thing I do in class with my students. If someone is going to say that they believe something then they must be able to say why; to defend their beliefs. Being pushed about your beliefs will only make you stronger. When students are in an environment where they have to think then they will grow in their understandings.

In summation of our life all we have is our ethics. The decisions that we make, the words that pass over our lips, and actions that we enact are all a reflection of what we believe. Sometimes we need to drop the plumb bob into the well of our soul to see what comes up. It may be tough to deal with what comes up from the well, but you’ll be glad that you have dealt with it as you move forward. Your future teachers, staff, and students will receive the blessings.

Ethic. (n.d.). In Merriam-Webster online. Retrieved from http://www.merriam-webster.com/dictionary/ethic

Ethics, (n.d.). From Internet Encyclopedia of Philosophy. Retrieved from http://www.iep.utm.edu/ethics/

(Kemerer, 2012, pp. p. 1-4)

What are the three important reasons why effective documentation is essential for all employees?

The short answer —

• Legal considerations
• Ethical considerations
• Political considerations

The less-short answer —

     Legal –The administrator that is diligent to not be found “deliberately indifferent” serves themselves well on their own behalf as well as for their employees. Taking time to document behaviors (timelines, behaviors, meetings, informal and formal communication, etc.) shows good-faith efforts to arrive at truth. Administrators that use effective documentation techniques will enable you to stop wrongdoing of employees, and help shield you from lawsuits built around a lack of supervision or indifference.

     Ethical –Employees need to be treated fairly (alerting them to deficiencies in performance, possible growth plan situations, constant feedback and assessment, keeping employees abreast of district policies, following all district policies) in all aspects of their job. Every employee that we will have under our leadership is going to be a human. And human beings are emotional creatures. At times we get our feelings hurt and act out of our emotion. An administrator that doesn’t act ethically with employees should be prepared for an amount of negative backlash in the event that an employee might face a negative employment situation. Fair treatment of employees should be an administrators first goal, followed by a secondary goal of supportive evidence that serves to protect the administrator and the district.

     Political —Board of trustees are all elected officials. With this in mind it is important to execute the duties of any office (most especially administrative positions) with the utmost amount of care and proper ethical behavior. When negative actions are taken in a school the member of the board will be faced with tough questions at their jobs, churches, the local coffee shops, restaurants, and etc. When the board member knows that you, as an administrator, have the district’s policies in mind and serve the district’s interests with honor and integrity they are able to respond to any concerns with confidence. When a district employee is terminated, especially a high profile employee like the head football coach, band director, or spouse of a prominent community member, there will be some political fallout. People will come to the school, sign petitions, and flood the board room during meetings. Keeping an eye on the political considerations of the district will serve an administrator well.

(Kemerer, 2012)

In what ways do you think that your personal code of ethics may be tested in a school leadership position?

As stated above there are many possibilities for a varied array of negative situations as a school administrator. There are so many moral dilemmas that could face a school leader that it would be impossible to give attention to all of them. One case that comes to mind is something that happened at my campus this summer. During the summer break a teacher on the campus was upset about his class load and other responsibilities as a coach. He chose to wait until 46 days prior to the start of the semester to call the superintendent to complain. The campus principal and superintendent were at a conference out of town and the phone conversations didn’t go well. The superintendent suggested letting the teacher go, he was at the end of his first year in the district, and the principal chose to defy the superintendent and keep the teacher on board. In retrospect the entire coaching staff was now under the microscope of the superintendent due to the actions of one disgruntled employee. The principal was on edge due to a fear of losing her job in light of not following a directive from the superintendent. The teaching staff at the campus was upset with the teacher in question as he had said that he was the hardest working person in the district and deserved a lighter class load than other teachers. Other coaches also felt the backlash of the teaching staff from this action as people have a tendency to associate all of us as coaches together. In short, things were not fun for a while. In the end the principal earned the respect of many on the teaching staff (this is her second year in-district) for her defense of a teacher that she felt was very strong in the classroom (Algebra II teacher) and had just made an err in judgment (trying to hold administration hostage though use of social terrorism techniques and not seeing the larger picture of the campus and efforts of others). The superintendent has become a bit more lax in his watching of the coaching staff as the year has moved forward, depending on his feelings of a particular coach’s integrity and program control. The teacher may or may not be offered a contract for the next year, only time will tell. This is definitely an extreme example of ethics being tested.

How would your personal code of ethics guide your decision making as a school leader?

I am rather up front about my beliefs and ethics. What I believe is what guides my decision making process in all things. Having served as the Vice-Principal of a private school toward the beginning of my time in education I can honestly attest to the fact that my personal code of ethics will freely guide my actions. My motto is “Do the Right Thing!” I follow that motto in everything that I do. When a student makes a mistake I ask them what happened. At the end of their story I say, “Was that the right thing to do?” After they respond there is a perfect opportunity for us to discuss how we move forward from that point. One thing that has helped me immensely is the knowledge that forgiveness and consequences are mutually exclusive. I have no problem forgiving a student for a bad behavior, but they still have to deal with the consequences of their actions. This method seems to work with adults just the same.

Rucker's reply to my reply to Rucker's reply...oh what a tangled web we weave!

Check how he ends his email...he knows I'm posting to you guys so he's talking to all of us. He didn't answer anything just said the company line. I think they, as professors, have egg on their face as they want a certain % of students to pass the TExES 068 (principal test), and this is their answer for it. Oh well, I tried and we'll see how it goes. There are EIGHT-HUNDRED-NINETY-EIGHT in this class, if more than about 1/3 say something then things may change. Until then he sees it as a growing pain.

My final comment on this subject. (Total crap, like playing the race card...now ya can't answer it)

The purpose of this Master’s Degree is certification.  Many universities and online programs offer a Master’s Degree in Educational Leadership;  there is a select few here in Texas that offer the certificated program.  That is the difference.   I believe you and about 1/3 of the 892 students, in this class will be completing this class and then going on to EDLD 5398 your final class.  In that class you will be required to pass the Lamar Competency Exam, with a score of 80 or above—this exam was written by me and is solely based on the TExES 068.  You cannot pass the final class nor be accepted to take the TExES Certification Exam without passing this fifty question exam.  If you pass the final comprehensive exam—and you should—you then get to graduate.  At the time of graduation you have one calendar year to accomplish all requirements of Lamar and the state to take and pass the TExES 068.  If you do not take the exam before the calendar year you will be required to take additional courses, from Lamar until such time as you can pass the certification exam.

The state nor Lamar will not consider you “completed” until you graduate and pass the TExES 068.

I will see all of you in EDLD 5398.

My reply to Rucker's reply...

Progress Monitors-

If I understand your intent correctly these quizzes are designed to help us, as candidates, to be better prepared for the TExES Principal Certification test. That is great and I thank you for it. However, I am not happy that 1/3 of the grade in a class built around Human Resource Management is based on the results of a quiz built on questions from the TExES exam. Why can't the monitors be diagnostic? They are designed to help us take the test, not test our knowledge of this course's material and content. Also, why are the tests only given on Fridays, with a password, with each question requiring a selection with no chance to change and/or review? The purpose of online classes, at least for myself and many I have talked with, is the availability of flexibility.

Diagnostic exams (in the field of education) are a determinate, in regards to produce evidence that teachers need to make defensible instructional decisions.  Students’ performances on these exams let teachers know what cognitive skills or bodies of knowledge students are having trouble.  With this in mind, it is apparent after five years of program application, and state mandated examinations that there are several areas of weakness.  Thus, the alteration of the present class and a strengthening of the process.  The weakness of diagnostic testing does not tell teachers (professors) how to carry out instruction to rectify deficits in achievement and/or learning.  A legitimate diagnostic exam will (1) not be too complicated or time-consuming (thus five questions), (2) include items to assess attributes to give the professor a reasonably accurate fix on the students mastery of the attribute  (five exam questions per week over a five week term), (3) and describe with clarity what the exam is assessing.  I will be forwarding first exam results to all students later this week, after the disaggregation is complete.  BUT, present simple data clearly implies that 30% of  the students are not aware of application of information to the Domains and Competencies. I understand all that you have replied, yet my concern is still the same: We are being graded (1/3 of overall class grade) on something that is not part of the class material. If this was a class in direct preparation for the TExES exam I would understand, but that isn't the case. The readings, video lectures, discussions, etc, in 5345 do not lead directly to answering questions on the Principal's Exam. I saw the quick disaggregation that you sent out, and I was one of those with a 30 out of 50. I chose to seek help at the Regional Service Center as I assumed that it would be understood I had been previously looking at data as a principal. It just seems that our grades are going to suffer for something that doesn't reflect the intent of the class. I understand what you said about GPA and test result success not being the same, but I am concerned with my GPA as it will follow me forever on my transcripts, and prospective employers will look into them. I have only lost 10 total points in the entire program prior to this class, and that is something I work hard at. It is a big deal to me and it bothers me that that is just being thrown away as a concern. If I already held a doctorate in the field I probably would be less concerned about this issue as well, but that is why I'm taking the classes.

In regards to testing time and process.  In the past,  the exams were given over a three day window.  No to little security and thus the passing rates matched the overall GPA’s when the data was reviewed.  While on the open and public view it looks great!  BUT when our students must meet the challenge of the information in a state certificated exam it is not. So we are being punished for the past sins of others. As a pastor I understand the concept of generational sin, but this is a bit of a polar extreme. Maybe at least a chance to review my answers prior to submission of the monitor rather than having to choose, submit, and never again see the question. In the TExES test you can go back and review answers, etc. So, these monitors are even more restrictive than the actual test.

There has been no program alteration.  Only the exam method was changed.  This has caused a concern for approximately 30% of the 800 plus students.  At present, the data shows a total of 413 student making B or better on the first five questions. Or maybe only 30% have replied to you. There are a number of students that are afraid to say anything and sit back to see what happens when a few reach out. Of the 100 in my study group that I've had from the first class I have not heard one person be happy with the new "way". 

After countless number of student evaluations and comments, in regards to the field supervisors, the faculty –in hopes of meeting the TEA/SBOE and student specific requirements-has changed this process.  A complete alteration of this  process is in play and will continue until we feel satisfied that it meets the present need requirements.  Additional information will be arriving via the Educational Leadership Department in the very near future. Why after the fact? Why didn't we as students know up front? It's like going to McDonald's, ordering a Big Mac, and then after I open the box I find that there is a chicken breast in there rather than hamburger patties. When I go to ask the manager what happened he says, "We have found that there are less calories and cholesterol in baked chicken so we made a change. Some new dietary information will be printed soon." 

It is with paramount sincerity that we seek to alleviate perceived program weakness. I truly appreciate this! The Master’s Degree in Educational Leadership with Certificate is incredibly important to Lamar and ultimately to our students. Yes, as is my GPA, it speaks to my work ethic, desire to complete a job faithfully, and my overall skill sets.Present data clearly implies weaknesses in the 18 class program that are culminating in a weakness in state mandated certification scores. Okay, but those 5 question monitors can be done and not affect our grade in a class about Human Resources and we will learn the same exact lessons. That we will eliminate. Of this I have no doubt.

EDLD 5345 - The Good, The Bad, & The Ugly

Here is the reply from Dr. Cortez-Rucker to my email earlier today. What I wrote is in the blueish color, Dr. C's replies are in red. There are some good thoughts here, and some that will make you scratch your head. Either way, we will all get through this class with each other's help. Dr. C sent the email to three other course professors at Lamar. 

In the immortal words of the marvelous Capt. James Nesmith, in that great cinematic masterpiece "Galaxy Quest", NEVER GIVE UP, NEVER SURRENDER!

---------

Answers to an e-mail:

Progress Monitors-

If I understand your intent correctly these quizzes are designed to help us, as candidates, to be better prepared for the TExES Principal Certification test. That is great and I thank you for it. However, I am not happy that 1/3 of the grade in a class built around Human Resource Management is based on the results of a quiz built on questions from the TExES exam. Why can't the monitors be diagnostic? They are designed to help us take the test, not test our knowledge of this course's material and content. Also, why are the tests only given on Fridays, with a password, with each question requiring a selection with no chance to change and/or review? The purpose of online classes, at least for myself and many I have talked with, is the availability of flexibility.

Diagnostic exams (in the field of education) are a determinate, in regards to produce evidence that teachers need to make defensible instructional decisions.  Students’ performances on these exams let teachers know what cognitive skills or bodies of knowledge students are having trouble.  With this in mind, it is apparent after five years of program application, and state mandated examinations that there are several areas of weakness.  Thus, the alteration of the present class and a strengthening of the process.  The weakness of diagnostic testing does not tell teachers (professors) how to carry out instruction to rectify deficits in achievement and/or learning.  A legitimate diagnostic exam will (1) not be too complicated or time-consuming (thus five questions), (2) include items to assess attributes to give the professor a reasonably accurate fix on the students mastery of the attribute  (five exam questions per week over a five week term), (3) and describe with clarity what the exam is assessing.  I will be forwarding first exam results to all students later this week, after the disaggregation is complete.  BUT, present simple data clearly implies that 30% of  the students are not aware of application of information to the Domains and Competencies.

In regards to testing time and process.  In the past,  the exams were given over a three day window.  No to little security and thus the passing rates matched the overall GPA’s when the data was reviewed.  While on the open and public view it looks great!  BUT when our students must meet the challenge of the information in a state certificated exam it is not. 

Discussion Prompts-
There seems to be some vertical alignment issues with the discussion board prompts between what is on Blackboard and what appears in the Thread creation matrix. Whatever the correct question prompts are is great, I just don't want to lose points due to answering the incorrect set of questions.

There was a technical “glitch” over what is identified on the discussion prompts, in the class and what is on the threads.  That should have been corrected today.  The old discussion threads were weak and produced no definite evaluation decision sets.  So, specific areas were identified that are marked closer to the state exams.

Video Lectures-

I read what you wrote about the video lectures being outdated, and that Dr. Jenkins had much to teach us. This is totally understandable as Dr. J has many years of experience and great wisdom. I am wondering if there might be some content that we are missing out on as a result of the roll-out of the class being ahead of final revision and review. We started the EDLD program in June of 2013, and have taken 5311, 5301, 5326, 5344, & 5333 prior to 5345. Why are we changing our program in the middle of the program? I am really trying to stay positive but it is tough. The words that have been floating around my cohort's discussion lately are "guinea pigs".

There has been no program alteration.  Only the exam method was changed.  This has caused a concern for approximately 30% of the 800 plus students.  At present, the data shows a total of 413 student making B or better on the first five questions.

You are not losing content, but rather, beginning to review highly specialized content areas needed to be a successful building administrator or central office administrator; as presently described by the SBOE/TEA of Texas.  At this level, you have reached a professional peak that requires you to “specialize” in Educational Administration.  That is what a Master Degree does.  We go beyond general knowledge and seek specific growth in detail, which for us is determined by the SBOE/TEA school administrator requirements.

Adobe Connect Sessions-

The online chats are a great concern to me. This isn't new to this class, but the great number of changes that we are facing in 5345 have brought this to a greater point of concern. With over 800 students in this class why are utilizing technology that limits our weekly sessions to 100 people? This concern dovetails with my concerns about the progress monitors and discussion boards: We are required to have our discussion posts up by Thursday, and the quiz has to be taken on Friday, with the video discussion able to only service approximately 1/9 of the class and their concerns and questions. There has to be a better answer.

As of this date, and after countless reviews of student evaluations and comments, of classes over the past five years, it was determined that the old webinar conference was not meeting student needs.  Thus the change to virtual office hours at that time for students wishing to ask question and/or seek help.  The need to “meet” once a week was a tool that proved inadequate, cumbersome and obviously by the student evaluations and comments, a true loss of time.  Thus the change. 

Lamar Field Supervisors-

As I said before my cohortmates and I started this quest in June of 2013, with a degree plan in place. We all have met with our Lamar Field Supervisors and submitted artifacts to TK20, and now things have changed. On December 30, 2013, I received an email from my LFS (Dr. Perez, whom I truly love and am happy to work with) outlining upcoming LFS chat sessions. On January 17, 2014, I received an email from Dr. Perez that stated, "Lamar is putting place a new system. I wish you the best with your career. Robin". I don't understand why this system has changed in the first place, but why has it come about in such a fashion? With the dates of the emails (Dec. 30 and then Jan. 17) it seems that communication on the changing of classes/program wasn't given to the LFS folks as well as the students.

After countless number of student evaluations and comments, in regards to the field supervisors, the faculty –in hopes of meeting the TEA/SBOE and student specific requirements-has changed this process.  A complete alteration of this  process is in play and will continue until we feel satisfied that it meets the present need requirements.  Additional information will be arriving via the Educational Leadership Department in the very near future.

It is with paramount sincerity that we seek to alleviate perceived program weakness.  The Master’s Degree in Educational Leadership with Certificate is incredibly important to Lamar and ultimately to our students.  Present data clearly implies weaknesses in the 18 class program that are culminating in a weakness in state mandated certification scores.  That we will eliminate.

I hope this helps.  As always, I am available for communication via webinar, SKYPE,  e-mail and phone.

Dr. Cortez-Rucker

Christmas in New Mexico

We are in New Mexico at Mom's house. For dinner I'm grille and of course thiseans chili is a must. And, I choose GREEN!!! Merry Christmas everybody!

EDLD 5333 - Week 5 Discussion Post

My final discussion post for EDLD 5333 - Leadership for Accountability. 

·        What is the value of consensus building in the school improvement process, and how does your school go about the process of consensus building? Share strategies that have been successful at your school or another organization.

I’m going to start this post by beginning with the end in mind. That last little bit of instruction just strikes a bit of a funny chord in me, “…or another organization.” I understand that one of the five weekly readings discussed visiting successful non-education business leaders to assess what they do in the area of consensus building and see where these concepts might fit your needs as a school administrator. But, it said merely another organization. How about Imperial Storm Troopers, for example? These cats were the main ground force, and they also had some Marine capacity, for the Galactic Empire. They served under the Sith Lord and Emperor Palpatine, and of course Darth Vader. These guys dressed alike, moved alike, talked alike, and when they upset Lord Vader, they died alike.

 The organization doesn’t even have to be made up of entities with brains, emotions, and feelings. We could talk about an ant colony; one of nature’s most strong and highly-functioning organizations. Ants are a highly organized superorganism consisting of castes and classes of members. Ants operate as a unified entity with the collective goal of colonial support. Ant society has labor division (queens, drones, workers, and soldiers), communication between individuals (pheromones, sounds, and touch), and complex problem solving skills. These critters parallel human society in many ways, which is amazing.

Alas, I digress. Consensus is paramount to true success in any organization, but in education we must have true consensus to improve our schools. Look at what Jesus was able to accomplish with the help of only 10 other men and a consensus of thought. Only when the consensus of all members waned did things change. School improvement is what we, as administrators, should be all about; supporting teachers and inspiring students.

The process of finding areas to improve is what separates the “haves” from the “have-nots”. Everyone can find reason to celebrate 100% attendance, 95% EOC passing rate, 100% graduation rates, but identification of a fundamental weakness in the vertical strength and rigor of a certain class or curriculum takes collaboration, leadership, and corporate vision. Rather than running away or getting frustrated when things are hard we need to take a lesson from legendary tennis great Billie Jean King. King states that the true transformation in her career came when she learned to regard errors as “feedback.” From there she learned to reflect rather than become frustrated, and in turn she increased in focus and correction. (Elmore, R. and City, E. (2007). The Road to School Improvement. It’s hard, it’s bumpy, and it takes as long as it takes. Harvard Education Letter. May/June 2007, Volume 23, Number 3. Pg. 3.) Synergy is what we are after; 1+1 is greater than 2.

My school goes about consensus building by assigning all staff to at least one committee, as well as assignment to a PLC. Some of the PLCs are content area heavy in composition while others are cross-curricular. We have a strong extracurricular program that is buoyed by incredible parental support. Our campus leadership committee meets three times a year (parents, staff designees, administration, class presidents, and student council representatives) and does a fine job of campus visioneering and planning. The PLCs meet three times a week and data is mined at an alarming rate! We have not had one staff meeting during the semester as everything happens in the small groups where candor, discussion, and consensus is easily attainable. Communication flows down to us and back up to administration and then horizontally across all groups and committees. In the end the goal is student improvement.

I would love to see a PLCC (Professional Learning Community Co-Op) where a member from each PLC could meet with campus administration, parents, students, and concerned community stakeholders once a month to discuss what is going on, to Plus/Delta PLC work, take the pulse of the campus, and generally find out where to go next. Each month a different member of the PLC would represent the group to the PLCC, so that everyone could get involved in the higher functioning processes of the campus.

EDLD 5333 - Week 4 Part 2 Assignment

Part 2: Professional Development Agenda (ELCC 2.4 a,b,c)

Professional growth is an integral part of a Campus Improvement Plan. In professional learning communities, staff members understand that continuously honing their skills is necessary for ongoing school improvement.

In Part 2 of this week’s Application, you will develop an agenda for a professional development day that addresses the targeted campus need and include a timeline for follow-up professional development.

 

Professional Development Agenda

Action Plan Goal (same as in action plan): By 2018 the Hispanic students at FHS will achieve 75% at Phase-in 1 Level II or above on EOC Writing tests.
Action Plan Objective (same as in action plan): The Hispanic students at FHS will achieve 55% at Phase-in 1 Level II or above on the 2014-2015 EOC Writing tests.
Topic of professional development: Building 21st Century Writers
Subtopics (if applicable): The Three Key Literacies for 21st Century Learning
Grade Level: 9th-12th	Facilitator: Heidi Hayes Jacobs, President of Curriculum Designers, executive director of National Curriculum Mapping Institute and Academy, and author of “Curriculum 21: Essential Education for a Changing World”	Location: Region XVI Service Center, Amarillo, TX Having a region-wide training would allow the pooling of resources that would allow schools to synergize and use multiple resource banks to bring in a national level education leader.	Start Time: 8:00 a.m.	End-Time: 3:30 p.m.
Strategy/ Activity	Purpose	Description	Steps	Estimated Time
8:00 AM – Keynote Address: “Why writing is the higher-order area of the curriculum!”	Teacher instruction and inspiration	Talk on why students that perform highly on writing do better on subjects across the board.	Writing is a testing area and can be fundamentally tracked each year.	45 min./15 min. break
9:00 AM – Instructional Presentation: “Writing: Critical Thinking Throughout The Curriculum”	Teacher instruction	Talk focusing on incorporating writing into any subject area.	How to teach science writing, math writing, social studies writing, etc.	45 min./15 min. break
10:00 AM – Presentation with Q&A: “Challenges for ELL Teachers”	Teacher instruction, peer sharing, extension/elaboration, critique and reflection opportunities	Talk focusing on ELL technological skills implementation.	Every teacher in the Texas Panhandle is teaching ELL students. It is imperative that every teacher understand best practice concepts in implementation of skills.	45 min./15 min. break
11:00 AM – Teachers broken into groups	Small groups will work through next steps of training.	Teachers will be pre-assigned to groups based off of registrations.	Same subject teachers will be paired with teachers from other schools in attendance at training.	10 min.
11:10 AM – Small Group Ice Breaker game	Build camaraderie and teamwork amongst team members.	“3 facts, 1 lie” Teachers will each write 3 facts and 1 lie about themselves on an index card.	After writing on the cards, teachers will share their responses and team members will try to guess what the lie is.	15 min.
11:25 AM – Small Group ELL writing lesson plan utilizing technology	Sharing of ideas by colleagues to create a week-long reading unit plan for ELL students that implements technology usage.	Teachers will utilize best practices from experience to find synergy in lesson plan creation.	Philosophy agreement (PDSA, Concept Based, Large/Small Group work, Graphic Organizers, Simulations, Peer Assessment, etc.)	35 min.
Noon – Lunch	Lunch would be on “your own” unless a sponsor could be found that would serve the area teachers, which is likely something that wouldn’t be too hard to find as it would be a great P.R. move, and of course the TV and Radio folks would be tipped off about it so they would cover the event as it highlights education and the kids of their viewers/listeners.			1 hour
1:00 PM – Video Clip	Inspire teachers	Clip from Columbia Pictures 1998 motion picture “Les Miserables” showing Jean Valjean meeting, eating with, and staying the night with Bishop Myriel. Valjean steals silver and is arrested by police. When he is arrested the Bishop tells the police that the silver was a gift. Then he turns to Valjean and tells him that he is to become a new man.	Set-up Video Explanation leading to small group work	10 min.
1:10 PM – Small Group discussion and idea sharing centered on student writing initiatives that focus on use of technology.	Program and best-practice sharing.	Allows teachers to discuss concepts that they use in classes and strengthen their personal knowledge database through peer sharing and teaching.	Guide questions: ·  What’s the best technique you currently use? ·  How can I …? ·  What is one strategy you’ve always wanted to implement but didn’t have the knowledge or resources to do so?	45 min./15 min. break
2:10 PM – Small Group Collaboration.	Small groups would be combined into “Super Groups” to share cross-curricular ideas about what they learned and created during their individual sessions.	At the end of this time period the groups would document their best ideas on a common source (whiteboard, large post-it board, on the wall using an Elmo, etc.) so that all members could write them down (service center employees would be group monitors and one of their jobs for the day would be documentation of all ideas and the subsequent sending of all collated data to teachers that attended).	·  Sharing of ideas ·  Explanation of necessary information when questions arise ·  Pair/Share (turn to your neighbor and discuss how each strategy could be used for 1 min, etc.)	35 min./5 min. stretch break
2:50 PM – Closing Talk: “The Three Key Literacies for 21st Century Curriculum”	Teacher instruction and inspiration	Jacobs’ “Three Key Literacies” are ·   Digital Literacy ·   Media Literacy ·   Global Literacy	Digital Literacy      *Students must be able to access digital tools, and the knowledge necessary to select the best digital tool for the task at hand. Media Literacy      * Students must develop critical and creative capabilities to both receive and assess the quality of messages from all forms of media, and to generate and create quality media of their own. Global Literacy      * Students should use digital tools to access a global network of peers and to develop a sense of place and people. Curriculum should provide context and background to further students' understanding of global economies and current events.	40 min.

(Jacobs, H.H. (2010) Curriculum 21: Essential education for a changing world. Alexandria, VA. Association for Supervision and Curriculum Development.)