EDLD 5397 Internship for Supervision

Week 1 Assignment 1 of 2 (85 Points)OverviewThe purpose of this week’s assignment is to provide opportunities for self-assessment and reflection regarding progress toward successfully meeting the principal competencies, administrative technology standards, and leadership skills.

During this week’s activities, you will:

1. Attend or view the recording of the web conference.2. Post to the Week 1 Discussion Board.3. Submit Campus Site Supervisor/Mentor Information to Tk20 (Fill out the artifact and Save, it

does not have to be attached to anything.)4. Complete two self-assessments:

a) NETS-A Self-Assessment, and b) Reflection on Practice of Leadership Skill

5. Reflect upon the results of each self-assessment6. Share and comment upon successes and learning experiences with the use of leadership skills and

the use of technology.7. Work toward completion of Sections One, Two, Three and the Reference Section of the Action

Research Report (due Week 4).8. Work toward completion of the Campus-Supervised Internship Activities Summary Report/Logs

(due Week 5).9. Work toward completion of the Course-Embedded Internship Activities Summary Report/Logs

(due Week 5).10. Schedule the 2nd Field Supervisor Observation (due by the end of the course).11. Review the syllabus and plan accordingly to complete all assignments by the due dates!

Learning OutcomesCandidates will:

Identify importance and proficiency of National Educational Technology Standards for Administrators (NETS-A).

Identify the strengths and areas needing additional study and practice from the NETS-A and Reflection on Practice of Leadership Skill assessments.

Be knowledgeable of intern experiences from others that led to increased knowledge and/or skill. Understand the requirements for writing a professional Action Research Report. Understand the need to document internship activities in a format that show dates, amounts of

time, total number of hours, descriptions of activities, and reflections.

Performance OutcomesCandidates will be able to:

Complete and reflect on the NETS-A Assessment and Reflection on Practice of Leadership Skill Assessment.

Share and comment upon success and learning experiences with the use of leadership skills and the use of technology.

Examine intern activities and briefly describe activities that led to increases in leadership skill.EDLD 5397_Sum_1_2014 Page 1 of 26

EDLD 5397 Internship for Supervision Specify actions, if any, to be added to your internship plan to improve the areas of need from each of

the assessments. Create an APA formatted reference document for 5 peer-reviewed articles. Paraphrase five peer-reviewed articles in note key points from each article that supports

the direction of your Action Research Project.

Standards/CompetenciesNational ELCC Standards and SBEC State Competencies for principal are addressed via a review and revision of the activities in the internship plan, covering the 38 skills and experience areas.

ISTE Standards are addressed via the NETS-A assessment. Also, ISTE standards are addressed via a review and revision of the activities in the internship plan, covering the six coaching standards.

Assignment Due Date: All weekly assignment components are due by 11:59 p.m. on the seventh day of Week 1 unless the activity directions specify different instructions.

Week 1 Assignment, Part 1: Web Conference (10 points)Due Week 1During this class, you have the opportunity to participate in weekly web conferences. At the beginning of your course, the professor(s) will provide a list of scheduled web conferences and the URL to access the sessions.

You do not need to download or purchase additional software to participate in the conferences. However, a headset with microphone and web camera is preferred equipment. For further details, see the information sent to you by the professor(s) and/or Instructional Associate via weekly overviews, email, discussion board, and/or announcements.

Directions: After reflecting on the attended web conference or listening to the recording of the conference, post insights gained from the discussion.

Workspace

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The weekly web conference gave an outline of the entire course as well as course specifics for week one. I had already started working on the week one assignment, and Dr. Borel was very kind in helping me to resolve some of my general issues. What I took from this week was more about the scope of the class. I came into the class thinking that the entire class would be devoted to the action research project, but left understanding the greater role in the program is to prepare us for the TExES exam. I also took Dr. Borel’s advice to heart about working ahead. I will not be able to do much more this week then the required assignment, but starting next week I will be able to start working ahead. The scale of this class requires looks heavier as the class progresses. Dr. Borel stressed time management several times, and it is something that I will work on to implement correctly. My goal for this class is to finish early, and to provide quality work that is reflective of my resolution to do well in this course.

EDLD 5397 Internship for SupervisionWeek 1 Assignment, Part 2A and 2B: Discussion Board (20 points)Due Week 1Directions: In the Discussion Board, address each discussion prompt by writing one paragraph in response to part A, and one paragraph in response to part B. Then respond to at least one other post. Provide enough information so other students can learn from your experiences.

Initial response is due 4th day by 11:59 p.m. Respond to at least one colleague by 7th day @ 11:59 p.m.

Discussion Board Posting: Share your reflections on the internship so far.Part 2A) Briefly describe at least two internship activities you experienced that led to significant learning (knowledge and/or skill).

Part 2B) What was one of the biggest surprises you experienced thus far in your internship (can be positive or negative; if negative, please omit any reference to school or personnel)?

Week 1 Assignment, Part 3: Tk20 Submission (10 points)Due Week 1Submit the Campus Site Supervisor/Mentor Information artifact to Tk20.

Directions: Instructions to submit Campus Site Supervisor/Mentor’s Name and Email Address to Tk20:

1. Login to your Tk20 account2. From the top menu bar select: “Artifacts”3. From the left side menu select : “Artifacts wizard”4. Check “ I would like to create a new artifact …” and press “Continue”5. From the drop down menu select: “EDLD – Campus Mentor Information”6. Complete the form and “SAVE DRAFT” (It does not have to be attached to anything.)

Note: Failure to submit this information will result in an incomplete for the course and a zero for Week 1 assignment.

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EDLD 5397 Internship for SupervisionWeek 1 Assignment, Part 4: National Educational Technology Standards for Administrators (NETS-A) Self-Assessment (10 points)Directions: Complete the National Educational Technology Standards for Administrators (NETS-A) self-assessment content contained below. Place an “X” in the most approximate Importance column, then place an “X” in the most approximate Actual Proficiency column. Upon completion of the assessment, share your results in the space provided. Then in the workspace provided, list your strengths and areas needing additional study and practice. Use your results as a part of your reflection paper for Part 6.

IMPORTANCE

Lamar University Self-Assessment SurveyUsing the National Educational

Technology Standards(NETS)

for AdministratorsACTUAL PROFICIENCY

No D

egre

e

Lim

ited

Degr

ee

Smal

l Deg

ree

High

Deg

ree DESCRIPTOR

Very

Wea

k

Wea

k

Prof

icie

nt

Very

Pro

ficie

nt

I. Visionary Leadership: Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators:

1 2 3 4

x

1. inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders.

1 2 3 4

x

1 2 3

X

4 2. engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision.

1 2 3

X

4

1 2 3

X

4 3. advocate on local, state, and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan.

1 2

X

3 4

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EDLD 5397 Internship for Supervision

II. Digital-Age Learning Culture: Educational Administrators create, promote, and sustain a digital-age learning culture that promotes a rigorous, relevant, and engaging education for all students. Educational Administrators:

1 2 3 4

x

4. ensure instructional innovation focused on continuous improvement of digital-age learning.

1 2 3 4

x1 2 3 4

x5. model and promote the frequent and effective use of technology for learning.

1 2 3 4X

1 2 3X

4 6. provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of learners.

1 2 3 4X

1 2 3 4

X

7. ensure effective practice in the study of technology and its infusion across the curriculum.

1 2 3 4

X

1 2 3

X

4 8. promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration.

1 2

X

3 4

III. Excellence in Professional Practice: Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators:

1 2 3

X

4 9. allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.

1 2 3

X

4

1 2 3

X

4 10. facilitate and participate in learning communities that stimulate, nurture, and support administrators, faculty, and staff in the study and use of technology.

1 2 3

X

4

1 2 3 4

X

11. promote and model effective communication and collaboration among stakeholders using digital-age tools.

1 2 3

X

4

1 2 3 4

X

12. stay abreast of educational technology research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning.

1 2 3

X

4

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IV. Systemic Improvement: Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators:

1 2 3 4X

13. lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.

1 2 3X

4

1 2 3 4X

14. collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.

1 2 3

X

4

1 2 3 4X

15. recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals.

1 2 3

X

4

1 2 3X

4 16. establish and leverage strategic partnerships to support systemic improvement.

1 2 3X

4

1 2 3

X

4 17. establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning.

1 2 3X

4

V. Digital Citizenship: Educational Administrators model and facilitate understanding of social, ethical, and legal issues and responsibilities related to an evolving digital culture. Educational Administrators:

1 2 3X

4 18. ensure equitable access to appropriate digital tools and resources to meet the needs of all learners.

1 2 3X

4

1 2 3X

4 19. promote, model, and establish policies for safe, legal, and ethical use of digital information and technology.

1 2 3X

4

1 2 3X

4 20. promote and model responsible social interactions related to the use of technology and information.

1 2 3X

4

1 2 3X

4 21. model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools.

1 2 3X

4

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References

Allen, J. G. (2003). A study of the professional development needs of Ohio principals in the area of educational technology. (Doctoral dissertation, University of Cincinnati). Retrieved from http://etd.ohiolink.edu/view.cgi/ALLEN%20JAMES.pdf?ucin1053112281

National Educational Technology Standards for Administrators, ©2009,ISTE®(International Society for Technology in Education). www.iste.org. All rights reserved.http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2009Standards/NETS_for Administrators_2009.htm.

Workspace

Week 1 Assignment, Part 4: Reflection on Practice of Leadership Skill Self-Assessment

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Strengths:

This year I have helped to set up inventory for a 1:1 initiative, worked with faculty to show technology applications in the classroom, and helped students to utilize technology more effectively. This survey was something at the beginning of the year I would have not felt very proficient in. The course work combined with some hands on experience has really helped me to feel way more proficient in the skills outlined above. I feel that I can easily help teachers implement technology in the classroom. Also, conversations that I have had outside of school have helped to identify characteristics of teachers that are qualified to help implement technology initiatives.

Needs further study and practice:

While my strengths might be in mentoring teachers and working with them, I still feel weak on professional learning communities and promoting technology on a local and state level. I feel these two skills are extremely important, and I am working to supplement my knowledge of technology and specify in a certain field. I have given a lot of thought to getting Google certified as some more specific content can help me to better promote specific tool sets.

EDLD 5397 Internship for SupervisionWeek 1 Assignment, Part 5: Reflection on Practice of Leadership Skills (10 points)Directions: Complete the Reflection on Practice of Leadership Skills. In your intern text, section 3.2, you were introduced to the use of analysis questions to apply when you encountered problems. The purpose was to form habits of reflective practice on your leadership skills versus applying the blame to circumstances or other personnel. The goal was to find ways to improve skills and/or keep similar problems from occurring again. In this activity, you need to consider intern activities thus far and ask yourself these questions in light of your leadership practice. When the questions ask about the leader – this is you. Consider instances where you applied each of the 12 leadership skills. Answer each of the questions in the boxes below. Your answer should be more than Yes or No.

Upon completion of the assessment, highlight answers where you believe you are very competent in the skill or where you feel further study and practice is needed. Then, list your strengths and areas needing additional study and practice in the workspace provided. Use your results as a part of your reflection paper for Assignment Part 6.

Reflection on Practice of Leadership Skills

1. Analysis Questions for Developing Trusting Relationships Currently, the school I am at does not have any such relationships in play. The principal has actually gone out of her way to signify that these relationships are not important. On the first day back in August she started the faculty meeting with an explanation about how we would be written up for not following procedures.

To What Extent:1. Has the leader relied upon / trusted others?

Yes, it goes beyond that though. Trusting others and relying on others is important. The network that you have to create to get an atmosphere of trust is extremely important. I have learned a lot from this year and the extent of what an absence of this network does to both unity and morale.

2. Is transparent leadership modeled in the school?

I have modeled this in various projects including the iPad support role that I assumed this year. I shared with the faculty information as I had it and offered support wherever I can. I also communicated the information that I was given and opened the floor up in faculty meetings up to questions.

3. Has trust through competence, honesty, and follow-through been established between leadership, faculty, students, and community?Trust, competency, and honesty are key traits for a leader. I have tried to keep up and follow through in the projects that I have taken on. This sometimes means that you have to admit when you drop the ball, which I have before. However, failure to do this has lasting repercussions on your school morale and perception. Treating others with respect is exceptionally important. In my role as the technology support person on campus, I have had to communicate as openly as possible. I created lists when necessary to make sure that everything works out the way that it should.

2. Analysis Questions for Leading in the Realization of the VisionI was tasked this year with helping to create and implement the Campus Improvement Plan (CIP).

To What Extent:1. Is there a clear vision of how the organization should be functioning now and in the future? Is it

shared by all?

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EDLD 5397 Internship for SupervisionThis was hard to initially set up. The vision for the school is not a light task to take on. The pair of us that created it early in the year helped to really decide on the vision for the school as one that embraced the technology we afforded and developed the soft skills needed for our kids to be successful in college. The vision was simple, but it was also a good guiding force for the rest of the year. In my school this vision is shared by everyone that works there.

2. Is the mission of the organization appropriate, understood, and supported?

We set up committees to help out the school realizing the vision. Faculty members could sit on a committee and then could work in the smaller groups to help create the roadmap to meet the vision. This created buy in and also helped to give control back to the stake holders.

3. Has adequate planning occurred?

A plan is crucial. The original plan set forth by the group members was great, and for the course of a month it was followed. Unfortunately as the roadmap required good communication, the entire structure began to weaken as communication stopped. Each group hit a roadblock when questions by the principal would go unanswered. The plan is only as good as the communication structure that backs it up.

4. Are the vision, mission, and plans aligned with the key principles and beliefs of those in the organization?

This is where the Campus Improvement Plan really is important. When we designed it we had to go back to the vision for the school and look at how the plan was supporting the overall dynamic. When the plan was implemented each group was tasked with supporting that vision and mission.

5. Has trust been established between leadership, faculty, students, and community?

When we created the plan we set out to create that trust and to facilitate the growth of the campus. The teams that were created were to foster that within the faculty itself and give them buy in. The students and the community would have been involved in the overall scope of the project. This would have helped to engender good will towards the school, its teachers, and the administration.

3. Analysis Questions for Making Quality Decisions

To What Extent:1. Is there a need for the decision?

I was faced with a problem of how to motivate students to be more successful. Grades had slumped for them and for the others. The first semester was harder than the previous years, and I felt that a change in my methodology was needed.

2. Were the major steps in decision making followed?a. Definition of the problem and gathering information

i. The problem was that the students were failing in both their college classes and my class. Average grades were lower. I gathered both qualitative and quantitative information including grades and input from students.

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EDLD 5397 Internship for Supervisionb. Identification of alternatives

There were several alternatives that I arrived at. The first was keeping things the same. The second was moving towards alternative assessments and finding a way for them to demonstrate the knowledge above the standard test.

c. Assessment of alternativesi. I used surveys to help me weigh the alternatives as well as interviews and

discussions with students that were successful in the class as well as those that were not. The survey was designed to see what was working and what the average student felt that needed to be changed about the class.

d. Selection of best alternativei. The result was that there needed to be a way to assess students better. An alternative

way that really showed how they knew things. I used a project from the previous year as well as offered multiple opportunities for improvement.

e. Acceptance/support of decisionStudents supported my decision because I gave them input and showed them the reasons for doing this. I learned this first hand from the mistakes made from the first semester in our leadership. The principal did not have support and showed that compliance was more important than understanding.

f. Implementation of decisioni. I carried out my decision at the beginning of the semester and listed it more as a

course correction. This processes worked well and the input that I gathered was invaluable.

g. Evaluation of decisionI learned a lot from utilizing feedback correctly. I am really proud of the accomplishments that the class made, as well as the increase in relationship that I had with my students. I studied the previous semester and learned not only from my mistakes but from others as well.

3. Was the appropriate decision making model used?a. Rational/Scientific (Optimizing) – use of major steps to find one best solution; used for

narrow, simple problems with complete information and certain outcomesThis is the way that I have solved most problems this year. I am a scientist by degree and use this to try and find the optimal solution. This year when faced with a problem on any of my tasks I try to come up with the optimal solution and present that.

b. Satisficing – use of major steps to find consensus (all satisfied) on solution; used with complex problems with partial information, uncertainty, but with definable satisfactory outcomes and adequate time for deliberationI have not used this solution this year. I have seen this in practice, and the previous administration would do this as a way of soliciting opinions and then trying something out. This really was used for experimentation. In the future I plan to use this where I feel that the data is not sufficient, or that there is an extremely complex situation.

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EDLD 5397 Internship for Supervisionc. Incremental – choosing several alternatives and comparing results until agreement on course

of action; used with incomplete information, complex problems, outcomes uncertain, no guiding policy, and general organizational chaosI have worked for an early college high school that just graduated its first class. This is the way that we had to experiment with certain situations to make sure that we found out what the best course of action going forward is. We tried things out last year. Friday was a good example. Over the last two years we have experimented with what to do with students on days when there are no college classes. This information has been compiled and helped to guide my new school from the lessons that we have learned this year and last.

d. Mixed-scanning – same as incremental, but alternatives must be aligned with mission and philosophy; used with incomplete information, complex problems, outcomes uncertain, but a guiding policy and mission.This is not a philosophy I have seen utilized. In an ideal scenario I could see this used to guide a campus in different grade levels. If the common goal is to have multiple grades get better results on the STAAR test this approach might work better as a one size fits all approach. The fact that there are multiple populations in place help to make a mixed scanning method appropriate.

e. Garbage Can – use of a previous solution to fit the current problem or no problem; used when dissatisfaction is present and solution is attractiveThis was the approach that my current principal used in regards to her old school. She would often implement solutions used in other schools. The dangers that I have noticed from this are that the problem needs to be studied to make sure the solution fits. While a few of the solutions were good, there were also a few where the solution was implemented and it did not fit correctly. I know that I will use this solution, but I am going to be hesitant to use it without studying the solution completely to make sure that it fits the student population.

4. Was the appropriate level of involvement used?

The level of involvement varied this year. At the beginning it was high, and as the year went on it dwindled. For my new school the level of involvement will be high as each teacher is expected to help contribute to the solution. For my own philosophy, I feel that a panel in a large school is the best place to talk about solutions and then have some faculty involved. In high stakes decisions that affect multiple groups a democratic solution might be the best.

5. Were those affected by the decision included in the process?

This is the piece that was neglected for the majority of the year. I have seen a lot of decisions that were made in a vacuum. This process was not ok, and created massive discontent. My approach will be to involve stake holders when I can, and if I cannot give a reason why this solution was proposed. I have found in my previous management experience that this was effective as long as people understood the reason. Identifying the group of people that are affected the most helps to alleviate some of these problems.

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EDLD 5397 Internship for Supervision4. Analysis Questions for Communicating EffectivelyThrough the year as part of my iPad support I sent out multiple emails and spoke at faculty meetings about technology.

To What Extent:1. Did others infer my intended meaning?

I often got my point across trying to keep statements to the point. What I found the most interesting is the fact that there always seemed to be another facet of the plan that I was not accounting for. This was extremely frustrating at times, but evolved into a strength that I would often ask for input so that I could get the other pieces in place. I found this was not as much a weakness but a potential strength.

2. Have I fully understood what others are trying to say?

Technology questions can often be riddled with context. Through the support function I had to make sure that I ask clarifying questions when I was unsure. I also had to really look at the problem and admit that I did not know was wrong when I did not know.

3. Are people utilizing differing avenues of communication?

In technology, like personnel management often email is used when a face to face meeting is much better. Often I would have to ask for people to get on the same page and come by to discuss the problem as opposed to solving it by email.

4. Have I reached my entire intended audience?

The audience for communication sometimes can be tricky. I often had to rethink how I was going to communicate with others because there was a population that I was leaving out. This often meant really going in and looking at what decisions affected what group. My current principal would make sweeping decisions without looking at the proper population. This resulted in a lot of problems.

5. Is there a safe and open system for communication?

I often just asked questions to people, and allowed them to ask them without fear that I would give them a snide remark or sarcastic tone. I would try to just help them along and offer the adage that I was just there to help them.

5. Analysis Questions for Resolving Conflict and Issues I had to help out recently with a conflict among seniors that had arisen after prom. The groups that were involved were becoming belligerent towards each other.

To What Extent:1. Do all persons within the organization understand the duties and responsibilities of his or her position

and the positions of others?

My role was mixed with the Assistant principal’s. She worked with some students and I worked with others. Both of our roles were to help defuse the situation. Her role beyond that was to handle any discipline concerns that might need to be addressed formally.

2. Are expectations for others realistic and aligned with job descriptions?

Yes, the role that I took was more a passive listener that helped them to figure out how to resolve the situation. The AP took the more formalized role where needed that was within her assigned duties.

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3. Is conflict seen as an opportunity?

In this case it was originally was not. However as the discussion progressed the group of students that I was talking to reached similar conclusions. The result was a situation that disarmed itself before it became a major problem for the campus.

4. Have steps been taken to resolve personal conflict and/or issue conflict? Have steps moved both sides toward a different and better solution (versus defensive argument of current positions)?

Yes, in each case the resolved conflict was not something that was recurring. Each side acted as adults and realized that there was fault with both.

6. Analysis Questions for Motivating and Developing Others I just sat down with a teacher that is coming in to replace me at my current school. She is not a tech person and wanted to sit down to understand what I did and what she can do better.

To What Extent:1. Are the needs of the people being met?

Yes, her needs originally were to assess what I do and how I implement technology. We identified skills that she could develop and she could utilize trainings that we found to help develop those skills.

2. Are the needs of the people in line with the needs or the organization?

Technology is a large part of the campus that I am leaving. Every one of the 400 students has an iPad and it is a district expectation that they are used correctly.

3. Are differing processes used to motivate? Are they effective?

I could tell at first she was getting overwhelmed with the things that I did in the classroom versus her experience level. I stepped back a little and used a gradual approach to talk about skills and training. She seemed to be receptive to this, and this motivation strategy helped to manage her stress.

4. Are varying methods used to develop others?

I have used several methods to help develop, but the most practical that I have used is getting in there and showing them what technology can do. I believe that spurring others comes from your own ability to want to get better. I want to be a better teacher and through that I can help them to become one.

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EDLD 5397 Internship for Supervision7. Analysis Questions for Managing Group Processes The campus improvement plan groups.

To What Extent:1. Have the formal and informal groups been identified?

Yes, in each group a leader is established that can help to guide the group. Also an official secretary is established. However, unlike in student groups, adults help to self-regulate the functions. When adult groups are not motivated they may not have any official roles, and the group itself proves to be less effective.

2. Are all groups working productively and collaboratively?

Yes, this was a function of motivation. The stakeholders had a choice in their group so they were able to help create the content and were productive. Each group worked together collaboratively even when staff members that typically did not work well together were in the same group.

3. Are goals for the groups realistic, understood, and acceptable?

The goals for the groups were established in the CIP. Often these groups came up with further questions and we had to adjust these goals as needed. The CIP goals were based off SMART goals.

4. Is trust and freedom of expression the norm of all groups?

This was a predominant factor. Each group displayed both of these characteristics, and worked in their own dynamic to express ideas openly and without breaching trust.

5. Are meetings used effectively and efficiently?

The first meeting and the subsequent meetings were effective and efficient. Time was not wasted and each group seemed to self regulate effectively.

8. Analysis Questions for Supporting Others with Appropriate Leadership Style

To What Extent:1. Has the appropriate style been used with differing people?

a. Directive (Authoritarian, Commanding) – legal mandate; very little time, interest and/or expertise of the followers; low need for quality and/or support for decision; higher need for task than people.

This style I am the least comfortable with. I use it with my students when a decision needs to be made that is a mandate from the district or administration. I also do not allow for students to dictate due dates for assignments, but I will listen to feedback to help improve further decisions.

b. Participative (Democratic) – limited time, limited expertise of leader, limited interest and/or expertise of followers, some degree of quality and support needed.

I used this leadership style with the creation of the Campus teams. This became a crowd sourced solution to help better the school and resulted in a lot of buy-in.

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c. Collaborative (Democratic, Shared decision making) – adequate time available; high degree of interest and expertise of followers; high need for quality and support; desire for developing followers.

i. This was the type of leadership that the individual teams implemented after the original meeting. They had more time and I could allow them to work more independently to collaborate with each other and figure out solutions to their specific problems.

d. Coaching – adequate time; need to increase interest and expertise of followers; desire to develop followers and future leaders; need for support and assistance to individuals; higher need for people than task.

I used this type when I worked with teaching various technologies to faculty. This coaching of the new technology available to them went beyond the standard training. I worked with them to try and figure out ways they could use it in their classrooms.

e. Affiliate – total concern for needs of people versus task.

This is one that I have not used and really need to practice. I have set up a few things with faculty and tried to keep them at the forefront of the discussion. Last year I only saw this used once, and it was to discuss how we should proceed after the two options were not friendly to staff or faculty. The result was that the option least unfriendly to staff was chosen.

f. Laissez Faire (Complete delegation) – adequate time; high degree of interest and expertise of followers; low level of interest and/or expertise of leader; low need for quality of decision; desire to let others lead.

I have only used this a couple of times. I have used it when there was a need to solve a problem and I really did not have a real solution. I have seen this used quite a bit to help solve smaller problems or extremely high level problems where the leader has felt they are inexperienced. I used this with the instructional leadership team to ask questions and allow for others more experienced to help reach a solution.

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EDLD 5397 Internship for Supervision9. Analysis Questions for Using Power Ethically

To What Extent:1. Has the leader exerted the good use of referent or expert power?

Yes, there is a place for both. I try and use expert when I can, and as the years have gone on have stopped relying on referent power and utilized relationships to help influence decisions. My current principal only uses referent and because she has over used it and not built the relationships she cannot wield it effectively anymore.

2. Has the leader exerted the misuse of coercive or reward power?

My current principal only uses coercive power. She exerts the power over whichever staff she can and then exerts her influence over the situation trying to force her solution. In my experience this just breeds mistrust and a bad atmosphere. I try and use rewards to motivate. I have used rewards with my students instead of punishment or trying to coerce someone into doing what I want.

3. Is delegation of duties and power given in the organization?

The couple of tasks that I have led I have delegated responsibility. I feel that this helps to spread the workload, but is a function of trust as well as my own confidence.

4. Do faculty, students, and parents feel empowered?

My goal is for the students to feel empowered. . I try to give both choice and power. These pieces allow both students and all members to feel that they not only have a voice but a opinion that matters.

10. Analysis Questions for Creating and Managing a Positive Culture and Climate

To What Extent:1. Are there conflicts / concerns with the current organizational culture?

Yes, the current culture of the school is really bad. Students, faculty, and parents are unhappy. I would go about fixing it by helping to bridge some of those gaps. I would use collaborative decision making to help repair the culture.

a) If so, have adequate time and resources been allocated in developing a new culture?

The district has worked on fixing functional issues. However, they have not worked on fixing the climate. Instead of that there is a lot of movement away from the school. The first course of action would be to set the stage with some positive team building, and some collaboration.

2. Are there concerns with the current climate?

Yes, there is a gotcha atmosphere in the air. I work a lot to try and make my climate better instituting surveys at the end of the first semester, and talking with students regularly.

3. Have adequate assessments been conducted to accurately assess the climate?

In the current school the answer is no. As stated above I use a survey and interviews as well as my own feelings on climate to assess. Previously, the district had a metric to assess campus culture, but that has been discontinued.

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EDLD 5397 Internship for Supervision

11. Analysis Questions for Initiating Change

To What Extent:1. Is the change proposed only one of a few?

I have found that there is just a group of people that want change. There is a larger group that is afraid of change worried that the change will result in something worse. I had to make changes to my classroom after the first semester this year was not as successful.

2. Is there a moral purpose in the new change?My purpose was to allow the students to achieve the success that they needed. This was not a wholly moral goal, but it did come from a place wanting students to succeed.

3. Do all involved understand the change process?I had some resistance the second semester when I implemented my changes. Some people that had been successful in the class were not on board, but after the explanation they started to realize what was going on.

4. Have positive relationships been built?This change actually increased the relationships that I built. As a school leader I was able to share these stories with the faculty and show the results of my small changes in the class and what they did to improve grades.

5. Is the creation and sharing of information a priority?At my current campus this sharing of information does not exist. I have learned a lot from this. In fact it has shown me more than the communication that I have seen. This entire year was about change. The culture, the students, the administration, all changed. The result from a lack of sharing was a lot of duplicated work and incomplete solutions. The lack of that creation piece helped to illustrate how important it is.

6. Has a productive disturbance and a subsequent coherence been accomplished?In my current school the answer is no. The change facilitated was too much and resulted in a loss of the spirit of the school. The sweeping reforms without any input caused a massive problem that resulted in half of the faculty leading. As a leader, I will do my best to keep changes as gradual as possible. I have approached changes within my control that way and had greater buy in. The result for me was less dissatisfied people.

7. Have steps been taken to reduce resistance?I made a few notable changes at the beginning of the semester. The changes I made in class helped to facilitate the new culture that I was trying to create. The result of this decreased stress and therefore decreased resistance. On the campus level the changes without decreasing stress increased resistance. Lack of ownership in decisions contributed to a complete breakdown by the leadership of the school resulting in massive student and teacher discontent.

8. Have the factors that produce success been implemented?

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EDLD 5397 Internship for Supervision

My grades this semester after utilizing the lessons I learned from the previous semester leadership classes resulted in a higher passing rate. Last semester I had around 7 fail for the semester. This semester I only had 2, and a few of those 7 that failed actually made a grade that was sufficient to save the first semester and average out to a passing grade. This massive reduction helped to cater the class to the needs of the students.

12. Analysis Questions for Evaluating Student, Personnel, and Program Performance

To What Extent:1. Are effective personnel and program evaluations established?

Last semester I implemented a survey that really tried to find the root of the problem with my class. This taught me a lot, and I utilized students that were leaders to help give me honest and insightful feedback. At the campus level personnel were not used effectively. What I learned from this was that building a relationship with that person helps you to leverage them with the right job. I feel that it is a principal’s responsibility to help know the people that work for them so that everyone is used effectively.

2. Are both formative and summative evaluations utilized?I used summative a lot more this semester helping me to course correct students that were not doing well. I have always used formative and made sure to help students along when they falter. In an administrative capacity, I believe that both of these assessments can help out with getting to know your personnel and finding their weaknesses as well as their strengths. A summative assessment can be as simple as having a conversation with a staff member to see where they are at with a specific task or initiative. Often formative is the result of the project or a state test.

3. Is data from evaluations used for decisions and planning? I used the surveys quite extensively trying to see the student view point. I also listened to the student leaders and tried to hear out their points. This helped to determine what I did this semester and greatly attributed to my success.

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EDLD 5397 Internship for Supervision

Workspace

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Strengths:

Skills 1,5,6,7,9,10

I am strong in the creating relationships and helping to steward that into a trusting a positive atmosphere. The first and second skills focus on the relational aspects of being a leader, and they help to capture what that really means. The second skill talks a lot about vision. My work this year with the campus improvement plan helps to cement that skill in place. Skill 5 discusses conflict, which is a natural part of working together. I have worked hard this year to help manage conflicts and find adequate resolutions when the students need a 3rd party. The main thing that I continue to do is just listen and then work on maintaining a positive relationship with the parties involved.

I really have observed this year the differences in motivation of others versus just managing. The results are astounding. It has helped me to implement motivation techniques in the class that were successful. This helped in managing the groups as well. Also the ethics part I feel exceedingly confident in.

I feel that despite my confidence in these skills there is always more to learn and I will continue to grow and experiment as next year begins.

Needs further study and practice:

Skills: 2, 3, 4, 8, 11, 12

I feel that all skills can be expanded upon and grown. However, I picked these skills because I either did not have experience in one of the guiding questions that were asked, or because I felt after this year I needed further study. My plan is to work on all of these as the year progresses. These skills represent things that I mostly have observed. I feel that I need to see more about leading and creating a campus culture with vision. This combined with helping to usher in change will help to compliment my skills.

EDLD 5397 Internship for Supervision

Week 1 Assignment, Part 6: Reflection Paper (15 points)

Directions: Use the results from the NETS-A and Reflection on Practice of Leadership Skill assessments to write a reflection paper. Address the following areas:

1. Identify the strengths and areas needing additional study and practice from the NETS-A and Reflection on Practice of Leadership Skill assessments.

2. Specify actions, if any, to be added to your internship plan to improve the areas of need from each of the assessments.

3. Refer to the reflection questions from the assignment Part 3 (NETS-A Self Assessment) and Part 4 (Reflection on Practice of Leadership Skills Self-Assessment) as a guide for your Reflection Paper.

4. Be sure to review the rubric for this assignment.5. Adhere to APA style.

6. Write your paper at the end of this assignment document in the space entitled: Week 1 Assignment Part 6, Reflection Paper.

NETS-A Self-Assessment (Reflection Questions) Critically reflect upon the knowledge you gained from the technology self-assessment activity. How does the information you gained from the technology self-assessment activity compare with

old information you previously held to be true about your technology skills? How might the information you gained from the self-assessment affect your success as a school

leader? As a lifelong learner, what questions or issues challenge you and are worthy of future research or

investigation?

Reflection on Practice of Leadership Skill Self-Assessment (Reflection Questions) Which leadership skills do I believe I am very competent in? Which leadership skills do I believe I need additional study and practice? Specifically, what actions should I take to improve my skill in the areas listed as needing

additional study and practice?

Week 1 Assignment 1, Part 6Reflection Paper (at least 250 words)

(Insert Reflection Paper Below)

This year has been one where there is a lot of learning. Over the past two semesters I have learned a lot about leadership skills and technology integration. I have also had the chance to observe a new administrator and learn from her mistakes. I took two assessments that helped me to look at both my technology and my leadership skills. These two surveys were designed to help me reflect on what I still need to do to be a good leader.

Technology is an important aspect of the 21st century principal. The duties have gone beyond just having staff that can work computers for grades. Students now have to be connected, EDLD 5397_Sum_1_2014 Page 20 of 26

EDLD 5397 Internship for Supervisionand the NETS-A self-assessment helps to identify the areas that you need to develop. This year I helped to set up inventory for a 1:1 initiative, worked with faculty to show technology applications in the classroom, and helped students to utilize technology more effectively. This survey was something at the beginning of the year I would have not felt very proficient in. The course work combined with some hands on experience has really helped me to feel way more proficient in the skills outlined above. I feel that I can easily help teachers implement technology in the classroom. Also, conversations that I have had outside of school have helped to identify characteristics of teachers that are qualified to help implement technology initiatives.

While my strengths might be in mentoring teachers and working with them, I still feel weak on professional learning communities and promoting technology on a local and state level. I feel these two skills are extremely important, and I am working to supplement my knowledge of technology and specify in a certain field. I have given a lot of thought to getting Google certified as some more specific content can help me to better promote specific tool sets.

The NETS-A self-assessment helped me to look at my technology prowess and really understand that I had grown a lot in the course of the last school year. I took my comfort with these skills as some major growth considering that just a year ago I was really lacking in the same skills. In the future, I feel that if I continue to develop the technology skills I will be able to help teachers struggling with technology use in the classroom. This is extremely important to a leader because as the classroom changes the role of the teacher will shift to more of a facilitator. Technology is quickly becoming another tool in the educator’s tool box, and a good leader needs to utilize this tool effectively.

The second assessment to reflect on the leadership skills helped me to look at the overall principal skills needed to be an effective leader. One of the overarching traits needed for a majority of the leadership skills is relationship building. This is paramount. Without this piece none of the skills work. I have observed the lack of relationship building and what that does to a school this year. If you are a leader and burn a lot of bridges in the process then you have the potential to dissolve the culture of the school. I saw that first hand this year, and the work that we did last year get unraveled as the relationship between administration, the faculty, and the students deteriorated.

Skills that I felt extremely proficient in were developing trusting relationships, resolving conflict and issues, motivation and development, managing group processes, using power ethically, and creating a positive culture. All of these skills I feel that I have used in the classroom and in my practicum. These skills I feel proficient but I still can perfect them, and will work on these skills moving forward in my practicum.

Skills that I need a little more development are realization of the vision, making quality decisions, communicating effectively, supporting others in the proper leadership style, initiating change, and evaluating student, personnel, and program performance. These skills I felt that I did not get to practice in the current year, or that I just did not have enough experience in. These are going to be skills that I look at more closely this next semester at my new school. They are also topics that I will discuss with my new principal.

All of these skills are extremely important. When I look back at previous leaders I can see these skills shine through. They serve as examples of what I should do as a leader. As a future leader, I want to keep these at the forefront of my mind and make sure that they are developed to the best of my ability.

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EDLD 5397 Internship for Supervision

Week 1 Assignment, Part 7: Action Research Report Preparation (10 points)Your Action Research Report is due Week 4. Refer to the Week 4 Assignment 2 rubric for details. Also refer to the Action Research Template and Action Research Report Guidelines on the resource page of the class Google Site.

Reports that do not follow the template will not be graded!

If you have not begun your Review of the Literature, develop a list of keywords or search terms from your topic. Then sign in to the Lamar Library and use EBSCO Host, ProQuest, JSTOR or Education Leadership Review database to locate resources. Search for peer-reviewed articles written in the last 10 years. Gather more resources than you will need.

Peer-reviewed Articles:In academic publishing, the goal of peer review is to assess the quality of articles submitted for publication in a scholarly journal. Before an article is deemed appropriate to be published in a peer-reviewed journal, it must undergo the following process:

 The author of the article must submit it to the journal editor who forwards the article to experts in the field. Because the reviewers specialize in the same scholarly area as the author, they are considered the author’s peers (hence “peer review”).

 These impartial reviewers are charged with carefully evaluating the quality of the submitted manuscript.

 The peer reviewers check the manuscript for accuracy and assess the validity of the research methodology and procedures.

 If appropriate, they suggest revisions. If they find the article lacking in scholarly validity and rigor, they reject it.

·     Because a peer-reviewed journal will not publish articles that fail to meet the standards established for a given discipline, peer-reviewed articles that are accepted for publication exemplify the best research practices in a field.

This week you are to create an APA formatted reference document that you will use for you Reference Section. Read, organize and synthesize the information in 3 or 4 relevant sub-topics. These sub-topics will become your subheadings in the Review of the Literature section. Paraphrase each article in 2-3 sentences. Note key points from each article that supports the direction of your Action Research Project.

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EDLD 5397 Internship for SupervisionYour assignment this week:

1. Create an APA formatted reference document for five peer-reviewed articles.2. Paraphrase each article in 2-3 sentences and note key points from each article that supports the direction of your Action Research Project.

Week 1 Assignment, Part 7(Insert APA formatted referenced document and 2-3 sentence paraphrase below)

Brown and Leidholm (2009) showed that online courses actually do not result in higher scores and score weaker in areas then traditional classrooms. The systems in place favor a blended model between the two or hybrid model. The blended model however does not receive as much of a score increase in microeconomics as the face to face sections. This study favors hybrid learning over virtual environments alone, but also suggests that there is a significant advantage for the face to face learning. This directly relates to the action research study as an online environment is used as a supplement to face to face instruction to help accelerate students.

Cook and Dupras (2009) looked at how to effectively determine which online learning system that should be implemented for medical education. The article highlights the need to implement solutions that express objectives and follow a timeline. The design of their online learning system reflects the design of the system used in this study.

Corey and Bower (2002) looked at the advantages of African American students learning mathematics in a traditional classroom setting versus an online environment. They state that the student feels that the traditional setting did not give them as much access to the content as the online setting did. The study asks for more research in mathematics and online learning as a viable alternative to traditional settings from a cultural perspective. It also directly relates as my action research study has a majority of students that are from various cultures.

Mendicino and Razzaq and Heffernan (2009) found students learned significantly more when given computer feedback for homework in this article. It showed that the scaffold approach to learning math using technology helped to greatly increase their ability in math. This is one of the pieces used for the students in my study.

Medhanie and Dupuis and LeBeau and Harwell and Post (2012) studied the effect of the Accuplacer test on success in mathematics courses. The study looked at over 1300 students and 20 post-secondary institutions. The results of the study suggested that Accuplacer success did not correlate to success in the college class they are placed in. The ACT mathematics score alone can tell colleges just as much as the accuplacer test. This college placement test is what the students in my study are preparing for.

ReferencesEDLD 5397_Sum_1_2014 Page 23 of 26

EDLD 5397 Internship for Supervision

Brown, W. & Liedholm, C. (2002). Can web course replace the classroom in principles of microeconomics? The American Economic Review, 74 (2), 444-448. Retrieved from http://www.jstor.org/stable/3083448

Cook, D & Dupras, D. (2009). A practical guide to developing effective web0based learning. Journal of General Internal Medicine. 19(6) , 698-707.

Corey, D., & Bower, B. (2005). The Experiences of an African American Male Learning Mathematics in the Traditional and the Online Classroom--A Case Study. The Journal of Negro Education, 74, 321-331. Retrieved from http://www.jstor.org/stable/40026732

Mendicino, M.; Razzaq, L.; Heffernan, N. (2009). A comparison of traditional homework to computer supported homework. Journal of Research on Technology in Education, 41 (3),331-359.

Medhanie, A.; Dupuis, D.; LeBeau, B.; Harwell, M.; Post, T. (2012). The Role of the ACCUPLACER Mathematics Placement Test on a Student's First College Mathematics Course. Educational and Psychological Measurement 72(2) , 332-351.

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EDLD 5397 Internship for Supervision

RubricUse the following Rubric to guide your work on the Week 1 Assignment.

EDLD 5397Week 1Tasks

Accomplished/Exceeds Standards

Proficient/Meets Standards

Needs Improvement/Approaches Standards

Unacceptable/Does Not Meet Standards

Part 1Web Conference(10 points)

The candidate participates in the weekly web conference (or views video) and submits a reflection.(10 points)

n n The candidate does not participate in the weekly web conference.(0 points)

Part 2ADiscussion Board Prompt A(10 points)

The candidate clearly addresses the discussion prompt with a minimum of one paragraph for both parts AND responds to at least one other post.(10 points)

The candidate addresses the discussion prompt with one or two sentences for both parts AND responds to at least one other post. (8 points)

The candidate very minimally addresses the discussion prompt. AND/OR does not respond to at least one other post.(5 points)

The candidate does not address either discussion prompt. (0 points)

Part 2BDiscussion BoardPrompt B(10 points)

The candidate clearly addresses the discussion prompt with a minimum of one paragraph.

(10 points)

The candidate addresses the discussion prompt with one or two sentences for both parts AND responds to at least one other post. (8 points)

The candidate very minimally addresses the discussion prompt. AND/OR does not respond to at least one other post.(5 points)

The candidate does not address the discussion prompt. (0 points)

Part 3Tk20 Submission(10 pts)

Candidate submits Campus Site Supervisor/Mentor’s Name and Email address to Tk20(10 points)

Candidate failed to submit Campus Site Supervisor/Mentor’s Name and Email address to Tk20(0 points)

Part 4Completion of NETS-A Self-Assessment and Identify Strengths and areas needing additional study and practice.(10 points)

The candidate completed the NETS-A Self Assessment and clearly identifies strengths and areas needing additional study and practice.

(10 points)

The candidate completed the NETS-A Self Assessment but did not identify strengths and areas needing additional study and practice.

(15(8 points)

The NETS-A Self Assessment was incomplete and the candidate did not identify strengths and areas needing additional study and practice.(5 points)

The candidate did not complete the NETS-A Self Assessment and/or did not clearly identify strengths and areas needing additional study and practice.(0 points)

Part 5 The candidate answers The candidate answers The candidate does The candidate does

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Reflection on Practice of Leadership Skills Self-Assessment(10 points)

each question in the box provided, highlights answers where they are feel they are very competent in the skill or where further study and practice is needed and summarizes their strengths and areas where they need further study and practice in the workspace provided.(10 points)

most (at least 45 of 50) of the questions in the box provided, highlights answers where they are feel they are very competent in the skill or where further study and practice is needed and summarizes their strengths and areas where they need further study and practice in the workspace provided.(8 points)

not answers the questions, may or may not highlight answers where they are feel they are very competent in the skill or where further study and practice is needed but summarizes their strengths and areas where they need further study and practice in the workspace provided.(5 points)

not answers each of the questions, may or may not highlight answers where they are feel they are very competent in the skill or where further study and practice is needed and does not summarize their strengths and areas where they need further study and practice in the workspace provided.(0 points)

Part 6Reflection Summary Paper (15 pts.)

The paper includes all components and meets or exceeds all requirements indicated in the instructions. Each part of the assignment is thoroughly addressed. Candidate adheres to APA stylistic guidelines. Writing is clear, concise, and well organized. Excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no errors in grammar, spelling, or punctuation. Paper is at least 250 words.

(15 points)

Candidate follows the majority of the guidelines of the assignment. Each part of the assignment is addressed. Candidate adheres mostly to APA stylistic guidelines. Writing is mostly clear, concise, and well organized. Good sentence/ paragraph construction. Thoughts are expressed in a coherent and logical manner. There are three or fewer errors in grammar, spelling, or punctuation. Paper is less than 250 words.

(12 points)

Candidate does not follow the guidelines of the assignment. The report is missing some components and/or does not fully meet the requirement indicated in the instructions. Candidate adheres loosely to APA stylistic guidelines. Writing is unclear and/or disorganized. Weak sentence/paragraph construction. Thoughts are not expressed in a coherent and logical manner. There are four or more errors in grammar, spelling, or punctuation. Paper is less than 250 words.

(9 points)

The candidate does not submit a reflection summary paper. Candidate does not use APA guidelines.(0 points)

Part 7Action Research Report Preparation (10 points)

Candidate submits APA formatted reference document for 5 peer-reviewed documents AND submits a 2-3 sentence paraphrase of each article.(10 points.)

Candidate submits APA formatted reference document for 5 documents, however all 5 are not peer-reviewed AND submits a 2-3 sentence paraphrase of each article.(8 points.)

Candidate submits APA formatted reference document with fewer than 5 documents AND/OR not APA formatted AND/OR paraphrase of each article less than 2 sentences.(5 points.)

Candidate does not submit APA formatted reference document AND/OR does not submit a 2-3 sentence paraphrase of each article.

(0 points.)

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