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EDLD 5311 Fundamentals of Leadership

Week 3 Assignment

OverviewWeek 3 Part 1 Your Week 3 lecture and reading addressed the twelve major leadership skills. For this week’s assignment, review the leadership skills, as well as the sample case study, from your Week 3 reading (p. 78-106 of School Leader Internship). Carefully review the analysis questions from your text (pg. 102-106) and your Week 3 lecture, and then read the case study found in the Resources section. Consider the questions from all 12 leadership areas as you find and list at least one problem in each of the 12 areas found in the case. It is also suggested that you refer to the SBEC Principal Leadership Domains and Competencies (located under TExES Review in the Resource Section) to help identify recommendations and actions to address your identified problems.

After listing at least one problem found under each area, provide at least one recommended action for the school leader.

Work on this assignment as soon as you can, and review your responses several times. In doing so, you are likely to think of additional or better recommended actions. Often, one recommended action solves more than one problem in several leadership areas. If you use one solution for several problems, be sure to include that solution in each area addressed. Be sure that you have addressed all the problems you listed. The breadth of problems found, as well as whether your actions address what you listed, will be considered when assignments are graded.

Do not add anything to the case or assume anything not written in the case. Do assume, however, that if leader skills are not included in the case, they are missing. For example, if vision or ways to motivate are not included in the case, assume the leader did not use a vision to guide action or use effective motivational practices.

It is recommended that you put in some real thought when reflecting on the case and the identified problems. With a cursory review of any case, one can easily believe that the problems are simple, and the answers just common sense. For example, you may state, “terminate the principal for failing to develop a campus vision.” It is, however, recommended that you consider solutions that involve and empower appropriate stakeholders. Again, the SBEC Principal Competencies can be a valuable source of recommendations in resolving the identified problems.By gaining more knowledge of leadership, one will the typically look deeper into issues and strive to find causes, instead of simply addressing the effects of actions. People also reflect on their own beliefs and actions to determine if some of the cause could come from their lack of leadership knowledge and/or skill. It is much easier to see the simple problems and find what and/or who to blame. This is a short-term fix and will not lead to better leadership or keep similar problems from occurring in the future. Look for solutions that result in “win/win” fixes.

Week 3 Part 2 This week you will begin working on your internship plan that will be due in Week 5. You will submit your rough draft on the template in this assignment document. Your rough draft should include at least 19 of the 38 leadership skills.

EDLD 5311 Fundamentals of Leadership Prior to listing specific activities in your internship plan, review the following documentation. Your purpose is to make a list of general or specific skills or knowledge areas that you want to develop during the Internship.

o Technology/Leadership Assessments. Note any area that needs to be addressed during your Internship.

o Gaps in Vita: Note any gaps in vita categories, particularly Leadership Experience.

o Needs of the School (Goals, Campus/District Improvement Plan, Technology Plan, AEIS Report, Etc.): Note any needs you should address during your Internship. Seek advice from the site mentor.

o Project(s): Leading one or more projects is required. Seek advice from the site mentor.

You will develop a draft of your Internship Plan, and then meet with your school site supervisor, who will suggest revisions. There is a letter in the Resource Section in Week 3 that you is addressed to your site supervisor. This letter will provide information on their role and responsibility as your site mentor. You will then submit a final draft of your Internship Plan, and include it in your Tk20 portfolio.

Additional information on How to Organize Your Internship Plan can be found in the Resource Section of this course.

Your rough draft should include activities for at least 19 of the 38 ISLLC leadership skills and areas (pg. 27- 74). In addition, your plan should include the SBEC domain and competencies that align with each of those areas. See chart below:

1. Domain I: School Community Leadership

Competency Area 1: Vision and Campus Culture#1 Vision/Mission pg. 28#2 Strategic Planning pg. 29#3 Data Collection and Analysis pg. 30#5 Negotiating/Consensus Building pg. 32#6 Collaborative Decision Making pg. 33

Competency Area 2: Communication and Collaboration that Promotes Student Success#4 Effective Communication pg. 31#25 Community/Public Relations pg. 59#26 Parent Involvement pg. 60#27 Climate for Cultural Diversity pg. 61#28 Community/Business Involvement and Partnerships pg. 62

Competency Area 3: Integrity and Ethics#29 Position Goals and Requirements pg. 64#30 Philosophy/History of Education pg. 65#31 Ethics pg. 66#32 Interpersonal Relationships pg. 67#33 School Board Policy and Procedures/State and Federal Law pg. 69

2. Domain II: Instructional Leadership

EDLD 5311 Fundamentals of Leadership Competency Area 4: Curriculum, Measurement, & Alignment of Resources#7 Curriculum Analysis pg. 35#8 School/Program Scheduling pg. 37#9 Supervision of Instruction/Instructional Strategy pg. 38#13 Supervision of Co-curricular Education pg. 44#34 Federal Programs Administration pg. 70

Competency Area 5: Campus Culture & Professional Learning#10 Learning/Motivation Theory pg. 40#11 Learning Technology pg. 41#12 Evaluation of Student Achievement/Testing pg. 43#36 Current issues Affecting Teaching and Learning pg. 72

Competency Area 6: Teacher (Staff) Evaluation and Development#14 Staff Development/Adult Learning pg. 45#23 Personnel Procedures pg. 56

Competency Area 7: Decision-Making and Problem Solving#15 Change Process pg. 46#17 Student Services pg. 48#35 Issue and Conflict Resolution pg. 71

3. Domain III: Administrative Leadership

Competency Area 8: Budgeting, Resource Allocation, and Financial Management#18 General Office Administration/Technology pg. 50#19 School Operations/Policies pg. 52#24 Supervision of the Budget pg. 57#37 Professional Affiliations and Resources pg. 73#38 Professional Library pg. 74

Competency Area 9: School Safety#20 Facility and Maintenance Administration pg. 53#16 Student Discipline pg. 47#21 Student Transportation pg. 54#22 Food Services pg. 55

You should set up a time to meet with your school site supervisor about your Internship Plan as soon as possible, to avoid scheduling conflicts. Do not wait until after you have completed your draft plan to set up your meeting.

EDLD 5311 Fundamentals of Leadership Rubric

Use the following Rubric to guide your work on the Week 3 Assignment.

Tasks

Accomplished14

The evidence suggests that this work is a “Habit of

Mind.” The educator is ready to mentor others in

this area.

Proficient12

The evidence suggests that performance on this work matches that of a

strong educator.

Needs Improvement10

The evidence does not yet make the case for the

educator being proficient at this task.

Case Study Student identifies one problem related to each leadership skill area in the case study.

Student provides one short- or long-term solution to each problem. Solutions are in-depth and reflect extensive knowledge of each leadership skill area (4-5 sentences)

1-2 errors in grammar, spelling, or punctuation.

7 points

Student identifies one problem related to each leadership skill area in the case study.

Student provides one short- or long-term solution to each problem. Solutions are in-depth and reflect extensive knowledge of each leadership skill area (2-3 sentences)

3-5 errors in grammar, spelling, or punctuation.

6 points

Student fails to identify at least one problem related to each leadership skill area in the case study.

Responses lack clarity and depth and/or include multiple errors in grammar, spelling, and punctuation.

Short- and long-term solutions to each problem are not identified, or solutions reflect a lack of knowledge of the ten leadership skill areas.

Numerous errors in grammar, spelling, or punctuation; responses lack clarity and depth and/or include multiple errors in grammar, spelling or punctuation.

5 points

Draft Internship Plan Student submits rough draft and at least 19 of the 38 skills are included in the draft and the SBEC domains and competencies are aligned with the leadership skills areas.

7 points

Student submits rough draft and at least 15 of the 38 skills are included in the draft and the SBEC domains and competencies are aligned with the leadership skills areas.

6 points

Student submits rough draft and less than 15 of the 38 skills are included in the draft. SBEC domains and competencies are not included in the draft.

5 points

Total Points 14 points 12 points 10 points

EDLD 5311 Fundamentals of Leadership Week 3 Part 1 Assignment: Leadership Case Study

Review the Week 3 Case Study (found in the Resource Section).In the spaces below, post your responses to the case study using your knowledge of the twelve major leadership skills to guide your work.

Developing Trust

Aspects of the Problem

1. It appears as though the superintendent doesn’t really trust anyone in a leadership position at the campus level. I have to wonder if the superintendent has even delegated a task to his campus leaders to see if he could trust them. I also think that the superintendent doesn’t trust his leaders enough to lead, but would rather have them manage other leaders. It seems as though his trust is with the current teaching staff, rather than his leadership team.

Action to be Taken

1. Short term: I believe that before the superintendent makes such drastic changes to the leadership team in such a capacity, he should probably visit with the campus principals, at their campus, to better form an opinion on their leadership styles. Since the text states that the superintendent made these decisions based on his experience as a principal, I would argue that the superintendent made few campus decisions without first consulting a teacher because he was unable to make those decisions himself; likely from lack of teaching experience. I would suggest that the superintendent visit each of the campuses, observe the principals, assistant principals and teachers in their daily role, performing their daily duties. Once he has done so, he should then bring his campus leaders together so that they can all offer suggestions of improving the leadership on each campus rather than managers.

Vision


1. I do not believe the superintendent has a clear vision of the schools and how that vision should be shared across the campuses. It sounds as though the superintendent has no idea how the district properly functions and therefore cannot deliver his vision to his campus leaders because he doesn’t know what that vision is. It sounds as though he would like the teachers to lead the teachers, with little input from anyone other than an active teacher. However, what he forgets is that principals are teachers, who are in essence teaching teachers.

Action to be Taken


1. Long term: The campus leaders need to come together as a team, with the superintendent, and remind him of the districts key principles and beliefs, educating our students. Once they have all gotten together and discussed that they are there for the students, they should discuss the future of their students and how establishing a clear and agreeable vision for the district will help to guide them in the leadership process of the district. Once the all of the leaders have come together and decided on a vision for the district, they then need to plan how to best carry out that vision at the campus level. The leaders should then be given the trust and blessing to ensure that the new vision is implemented at their campus. The vision is first shared with the administrative team members at each campus and then amongst department chairs, team members and teachers. The vision can be discussed through staff development, share sessions and the like.

Decision Making


1. I do not fully believe this superintendent has ever made a decision on his own. However, this superintendent is quick to assume that these campus leaders are unable to serve as leaders, based on his own personal experience as a principal, which shows that he has made few leadership like decisions. I also find it strange that the superintendent has asked his campus leaders to relinquish their role as leader, turn the campus over to a member at the campus level who has not had adequate training, has not considered the time it will take to implement such a change, the effect this change will have on the teachers and most importantly the effect this change will have on the students, our future leaders. In essence, this superintendent has not taken the time to consider the effects of this decision. In order for such a decision like this to be made, which it should not, will take careful planning on the part of the superintendent. This superintendent has not used rational judgment.

Action to be Taken

1. Long term: I personally feel like the superintendent needs some staff development on implementing change. However, if the superintendent needs help implementing change, then maybe a new superintendent is needed all together. I also feel like the school board needs to be aware of these proposed changes before any of these changes take place. These campus leaders should come together as a team and discuss these changes with the school board since their superintendent seems to have great difficulty with decision making.

Communication



1. The only communication that took place in this case study was the delegated task from the superintendent to the principals. True communication exists when both parties agree that they understood the communication and can now act or react based upon that communication. Typically this is a shared action. There was no sharing in this instance. Typically when making such a drastic change, one would first ask for an opinion to the change. The superintendent did not care what the principals’ opinion was or he would have asked. The superintended gave an order, without consideration of others, rather can communicating the how’s and why’s of his request.

Action to be Taken

1. Long Term:The superintendent likely needs staff development on effective communication and how collaboration within the workplace is a positive. Again, I think that once a clear vision has been established, the lines of communication will open and the superintendent will be less likely to implement such a change. Once they have all gotten together and discussed that they are there for the students, they should discuss the future of their students and how establishing a clear and agreeable vision for the district will help to guide them in the leadership process of the district. However, without placing the needs of the students ahead of the needs of the organization, clear communication or decision making will be near impossible.

Conflict and Issue Resolution


1. I think that the superintendent needs to first grasp his role as the leader before he can adequately resolve the conflict. As a result of the superintendents’ lack of leadership ability, the principals are now arguing amongst themselves and comparing their previous teaching experience and it’s relevance to their current position. This drastic change has caused dissention amongst the campus leaders who are now arguing their ability rather than the superintendent’s request for change. I get the impression that the superintendent either does not like confrontation or possibly communication because he was quick to exit himself from the room once the tone of the conversation changed.

Action to be Taken

1. Long Term: Since the superintendent does not have a clear understanding of the job responsibilities of a campus principal, I would again suggest that the superintendent receive staff development, or at least read the job descriptions of the campus principal. However, if the job descriptions do not align with the new vision that has been established, then the job descriptions need to be rewritten to include aspects of the vision. Once the job descriptions have been agreed upon, they then need to be delegated. However, since the principals job descriptions would be changing, the


school board would also be involved. Seems like most of my “actions to be taken” are long term.

Motivating and Developing Others


1. Unfortunately, this superintendent is not motivating his subordinates to be effective in the work place. He has not asked for their opinion of the change. He has not discussed how this change supports the vision of the district. He has not clearly stated how the students will benefit from this change. He has however, insulted their ability to stay updated on the latest teaching strategies and how to implement those changes at the campus level. Again, he has failed to say how the students’ needs are best met with these changes. If he can not demonstrate how the student’s will be better served by these changes, then these educational leaders will find little motivation to implement these changes.

Action to be Taken

1. Short Term: As educators we should all be motivated by our students need to learn. If we are not, then we are in the wrong line of work. I truly believe that this superintendent is in the wrong line of work if he expects his highly trained educational leaders to implement this huge change without a proper motivator. These leaders need to come together after establishing a vision and decide whether or not the students’ needs are best met with these changes. Since I believe that a vision statement should include some form of collaboration, I find it near impossible to believe that students, faculty and staff would agree to this type of change. I’m not sure that teachers would be highly motivated to if they are to teach students half a day and then teach teachers or perform admin duties the other half of the day. Although I believe we should all encourage and motivate each other, it is the campus leaders’ role to motivate and inspire. That motivation and inspiration will then trickle down to everyone at the campus.

Group Processes


1. I get the impression that the superintendent is more of a dictator than a team player. I also feel as though he may be placing undue pressure or burden on his campus administrators because he may not be willing to go the extra mile to learn more of the new teaching strategies. It is certainly possible that he could learn a great deal from his campus leaders, however, he would first need to sit and listen to what they had to say. He has not even asked them how their school year has been or how their day


was. He is assuming that some of his concerns at the campus level must all be a reflection of the campus leadership. Ultimately, campus concerns do fall on campus leadership, a discussion of those concerns is usually the first course for improvement. There has been no discussion here, merely an order.

Action to be Taken

1. Short Term: It seems as though we are always in meetings for something. However, those meetings are usually how problems are solved, concerns are made aware and celebrations take place. Perhaps if one of the leaders in the meeting had suggested the superintendent listen to concerns, maybe he would have listened. Instead, the campus leaders began to argue amongst each other and neglected their purpose. Since the campus leaders likely do not trust the superintendent, it is probable that even if the superintendent had asked for support rather than demanding it, the campus leaders would have given it. I think in the short term, the groups needs to meet with the superintendent again and ask for guidance on this request. I would ask for clarification. If I was told again that this was not an option, but rather an expectation, the school board would need to be notified of these changes.

Leadership Style


1. There was no leadership style. A leader does not enter the room, demand immediate responses and then excuse himself without input from his team. He certainly seemed more directive than collaborative. I honestly don’t know how people expect to accomplish anything on that large of a scale without input from others. He was very demanding and belittling to his campus leaders. To say that principals have lost touch with what happens in the classroom simply because not all of their time is concentrated in the classroom is inappropriate. I would venture to say that most educational leaders are where they are because of their strong classroom teaching.

Action to be Taken

1. Long Term: Again, I think this principal needs staff development on how to motivate his people. If the superintendent could have said how these new techniques were going to better fit the student population, then perhaps. But what he said was how his campus leaders had lost their ability to teach and needed to focus on managing rather than leading. I am still unsure as to whether or not this superintendent needs to continue in his role. I think the superintendent could use some observation time in the classroom, speaking to students and discussing their needs and wants.

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Ethical Use of Power



1. I am unsure whether or not the superintendent has used his power in an unethical way because I do not believe I know the true reason for this request. I do know that he has not made an effort to work closely with his campus staff and build a trusting relationship with them. He did not include them in his plans to make these changes and has not offered a valid reason as to the changes. He has not taken the time to get to know these people or observe them in their work environment or he would likely not have made these suggestions. He does not believe that these campus leaders have value to add to his decision making processes because he has excluded them from almost all of their decision making power.

Action to be Taken

1. Short Term: In order for the superintendent to discover a more ethical practice to his power, I believe that he needs to spend more time seeking guidance from others. He should seek guidance from peers, supervisors and even teachers. After all, teachers have the same type of role when they are teaching their classes. Especially since he values his teachers, maybe he could learn a lot about ethics from watching their classes.

Culture and Climate


1. The culture and climate he has demonstrated is extremely damaging. He has caused dissention within his campus leaders and they have begun to lose sight of the common good and are instead arguing amongst each other. Because he gave an order rather than a request, his staff will be less likely to complete the task. The staff may even be in fear of losing their jobs because he has essentially told them that he does not value their leadership opinion.

Action to be Taken

1. Long Term: Once the superintendent receives staff development in the many areas that have been suggested, he then needs to go about repairing the culture and climate he has damaged. He needs to begin to visit the campus. He should give words of encouragement and begin to build the trust that he did not have when he gave the original request. This process will take some time. Rebuilding trusting relationships usually takes quite a long time.

Change



1. Instead of involving the campus leaders in the changes the superintendent desired, he instead dictated the changes. Had he discussed the changes with the campus leaders they likely would not have been as upset. The changes the superintendent would like to make take a great deal of planning and meeting. However, he has elected not to discuss this process any further and is dependent on the camps to create and then implement the plan. Since the campus leaders do not approve of this new change, they will likely not create a through plan and will also not follow through to complete the plan.

Action to be Taken

1. Long Term: The superintendent should really visit with the campus leaders and discuss this change. Most people are reluctant to change especially if they feel that change will hurt or decrease productivity. The superintendent also needs to include teachers and other stakeholders in his new plan and work from the feedback he receives from them. This superintendent is suggesting so many different and drastic changes at once. As a result, the campus leaders are unsure how to even create a plan, much less implement the plan. Changes of that nature need to be implemented over a longer period of time so that all of the “kinks” can be worked out gradually throughout the process.

Evaluation


1. It appears as though the superintendent used his personal data and feelings as the only evaluation method. He made these decisions on his own, based on his personal experiences, and did not take into consideration the needs of others. He decided on these changes based on what he decided would be best for him and his management style. He also did not ask for input or collaboration from others when creating this plan.

Action to be Taken

1. Long Term: Once, the superintendent has discussed his proposed changes with his staff, he then needs to devise an evaluation method after the first meeting. The evaluation should include proposed suggestions to his plan. The evaluation can be as simple as a question and answer session where notes are taken for him to evaluate. The evaluation can be confidential. His plan should also include evaluation methods at certain steps in the changing process. These evaluations should determine the logical course of the plan.


Week 3 Part 2: Draft Internship Plan

Internship Plan Template

Use this chart to develop your draft Internship Plan for your Week 3 Part 2 assignment. See the assignment document for directions on how to fill out this chart. To add more rows to this table, use the TAB key.

You will need to copy your plan from Week 3 and paste it in Week 5. To copy the chart, roll your mouse over the upper left corner until the table move handle appears. Click on the handle and then copy (CTRL C) and then you can paste your plan into Week 5.

Remember to view the example Internship plans in the Resource Section of Blackboard.

Activity SBECCompetencyLeadership Skill #(ex. Domain 1 Competency 1 Skill # 6

ETL Only- ISTE TF Performance Indicator (ex. TF1.A)

Activity Summary Resource Person

Expected Date ofCompletion(18mos)

Serve on CPOC committee

SBEC-Domain I: Competency Area 1: Vision and Campus Culture#1 Vision/Mission #2 Strategic Planning #3 Data Collection and Analysis#5 Negotiating/Consensus Building #6 Collaborative Decision Making

Serve as campus member on the Campus Performance Objective Council. Services provided for campus data collection and decision making, data tracking, community involvement, future forecasting, assessment data, campus culture.

Site Supervisor and Campus Principal

May 2013

Curriculum writing

SBEC-Domain II: Competency Area 4: Curriculum, Measurement, & Alignment of Resources

#7 Curriculum Analysis

Wrote curriculum for new college success class titled Bridge to College Success. The curriculum was aligned to a course at the local community college, Lone Star College, as a transition course from high school to college. This course takes into consideration school funding, state programs, federal programs and challenges the students to become

District supervisor

June 2012June 2013

EDLD 5311 Fundamentals of Leadership #8 School/Program Scheduling#9 Supervision of Instruction/Instructional Strategy #34 Federal Programs Administration

independent learners while working in groups. I worked with the counseling staff to ensure the “correct” students were placed in this class and also allotted for additional sections if needed on the master schedule. This class is designed for students who are on the high school graduation track, but have not tested “college ready” according to state or national standards.

Community Marketing Awareness

SBEC-Domain I, Competency Area 2: Communication and Collaboration that Promotes Student Success#4 Effective Communication#25 Community/Public Relations#26 Parent Involvement #27 Climate for Cultural Diversity #28 Community/Business Involvement and Partnerships

“Tell Me Something Good” Delegated Community Marketing and Awareness Assignment. Coordinate photos and “blurbs” of campus events and student success stories at the campus level, district level and in the community magazines in an effort to change the campus culture and community/parent consensus of our campus.

Campus Principal, Site supervisor

March 2013

PLAN and PSAT awareness

SBEC-Domain II: Competency Area 5: Campus Culture & Professional Learning #12 Evaluation of Student Achievement/Testing #36 Current issues Affecting Teaching and Learning

Educate students and staff on the importance of PLAN and PSAT and how those tests are related to college readiness. Then educate the teachers on how to discuss test scores with their students, using test score examples, and comparing those examples with actual student data. Also discusses the importance of dual credit, AP exams and remedial classes at the college level.

District Supervisor, Site Supervisor

March 2013

College Ready vs College Eligible

SBEC-Domain II, Competency Area 6: Teacher (Staff) Evaluation and Development#14 Staff Development/Adult Learning

Educate staff on “What is College Readiness” as related to testing, the importance of testing for our students and how those tests will determine the requirement for remedial classes at the college level.

Campus Principal, Site Supervisor

February 2013

NCAA SBEC-Domain II, Competency Area 4: Curriculum,

Educate the staff and students on NCAA requirements, the sliding scale, GPA vs SAT and/or ACT scores,

Campus Athletic Coordinator,

May 2013

EDLD 5311 Fundamentals of Leadership Measurement, & Alignment of Resources #13 Supervision of Co-curricular Education #34 Federal Programs Administration

Division I, II and III schools, Walk On vs Partial and Full Scholarships and how it’s too late to “fix” your GPA in your senior year.

Site Supervisor

Future budget forecasting

SBEC-Domain III: Competency Area 8: Budgeting, Resource Allocation, and Financial Management #18 General Office Administration/Technology #19 School Operations/Policies #24 Supervision of the Budget

Meeting to determine the budgeting format, how the funds are allocated, which funds pay for which services, specifically Title I funds and how those funds are to be used.

Campus Principal, Site Supervisor

October 2013

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