EDLD 5399 Reflections on the Job Entry Plan

Reflections on the Job Entry Plan

I am not sure why I never have thought of doing a job entry plan. I think I have one in my mind but it is different putting it on paper. Plus, in interviews there always seems to be a question about the job I am interviewing for and a timeline. Being required to sit down and formulate a plan for my next career was insightful. Having to be so specific in the assignment was good for me because I think in such a broad sense. I am sure as I gain experience this plan will change.

EDLD 5399 Competency Review

In reviewing my internship plan and having it correlate to the competencies I feel that all I am lacking for my next career move is experience.  After reflecting on my assignments I feel that the Lamar superintendent program has truly prepared me to be a superintendent.  The assignments that have been given and the experiences I have completed in my own job have given me a solid base to build on.  I know that after a couple of more years in my current position I will have the confidence, experience, and knowledge necessary to become a superintendent.  My biggest obstacle at the moment is feeling the confidence to assume the position.  I feel this will come with time.   

Final Reflections on Lessons Learned in EDLD 5342

 Final Reflections on Lessons Learned in EDLD 5342

In reviewing the competencies in Area 8 of the self- assessment I feel confident I have made vast improvements.  At the beginning of this course I had no idea on what most of the competencies were referring, but now I am sure I could sit in a district budget meeting and know what was going on.  Yes, there are still a few in which I need improvement like effective planning, auditing local policies, and in implementing technology but experience will only bring a better understanding of the process.  Today, I know where I can find the resources to answer any questions regarding the budget.

The lectures were excellent resources for the class.  They provided explanations to every topic we covered.   I especially liked being able to print them off and refer back to them throughout the week.  The other resources that were found in Epic were also great places to find helpful information.  The TEA Budget Guidelines and the TASBO Budget Academy were great documents to walk you through the budget process, and in a very helpful and informative way.   Week one gave a historical background to school finance.  It also started me on the way to understanding the state budget formula.  Defining equity, equality, and adequacy definitely shed a new light on understanding the finance system.  Week two really emphasized developing a budget, setting goals, and understanding responsibilities.  Week three allowed us to compare districts in analyzing revenue.  Week four allowed us to compare districts in analyzing expenditures.  Week four also made us aware of the rating system for district finance which is called FIRST.  Week five made us aware of the Code of ethics in education.  Each lesson was very trying but the lessons learned were extremely beneficial in understanding school finance.

The course allowed me to get to know our Director of Finance better.  During this course he was my main personal source of information.  He has a great understanding of the state finance system and he was able to explain it to me in a way that was easy to understand.  Each week the assignments seemed overwhelming because they seemed like they were going to be lengthy and time consuming.  But now that the course is over I understand how much I truly learned from each assignment.  I loved the information and assignments on comparing districts.  This gave a true insight on real life problems districts possess.

 Working in groups is always interesting.  Learning the group’s characteristics and what each individual can bring to the group was fun.  Sharing ideas was a great way to learn even though I was very skeptical at first.  Allowing us to share our consensus was a great way to present the assignment.  By assigning us the objective to comment on other group’s consensus allowed us the opportunity to see the content in another manner.  The more times you read it and the ways in which you see the information the more you learn. 

Overall, this class was very trying but the amount of knowledge I learned was overwhelming.  As I truly reflect back on the subject of school finance I feel confident in working with the district budget in the months ahead.  Five weeks ago I could not have said that.    

Self Assessment Reflection on Competency 8

EDLD 5342 Self Assessment Reflection on Competency 8

I feel confident in saying this has done an excellent job in preparing me to develop a district budget.  In looking at the competencies in area 8 I know I have made vast improvements in the competencies.  I feel very that most of the competencies are now a strength. I feel confident in saying I need improvement in the procedures for effective planning, in auditing and monitoring local policy, and in implementing technology into the district operations.  This course has made me feel confident in being able to sit in any budget meeting and feel like I would know what was going on.  At the beginning of this course I would not have known anything.  This course has prepared me and what I do not know I at least know where to find the resources to answer my questions.

Code of Ethics for School Leaders

Code of Ethics for School Leaders

Unfortunately we see the Educator code of Conduct being violated all too often in today’s society.  When this behavior does happen the media is definitely going to publicize the unethical conduct,  making the employees in public education look as bad as possible.  Here are some examples of unethical behavior by educators, what the consequences to that educator may be, and how to prevent the incident from happening.

Chapter 247

Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

                This unethical conduct is seen when a person with authority sends an employee to their personal residence to do work on company time.  The employee uses school equipment and or money to improve their residence.  For example, landscaping. 

                When this conduct is found out the person in authority will either have to resign or pay the school back.  Conduct of this kind can be avoided by employees saying no to this behavior and being educated on how to handle this behavior and auditing the whereabouts of employees and school purchases.  The superintendent knows how to exhibit understanding and implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators

Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.

                Many times on school trips educators must turn in receipts for their expenses.  In order to get paid more reimbursement, the educator may turn in an earlier leave time and later return time to get paid more money.

                In many of these cases this practice is not ever proven.  Schools may audit this type of activity  by making employees take school vehicles.  Time sheets would allow for a good checks and balances.  Many times employees are caught they must pay the money back.  Also, the ability to take trips may be revoked.  The superintendent knows how to model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.

Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants.   

                Unfortunately, an employee was seen and caught smoking marijuana while driving a school bus back to the bus barn.  Thankfully, no students were present.  This employee was immediately cited for being under the influence and arrested.

                This employee was charged with a felony and was terminated.  Terminating the employee is an absolute when the employee is charge with a felony.  The district may need to put the employee on leave during the investigation but termination is a must when the employee is charged.  I am  not sure how you can prevent behavior like this other than make sure your employees have good references and back ground checks.  The superintendent knows how to apply laws, policies, and procedures in a fair and reasonable manner.

Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

                As an administrator, personnel decisions should be considered confidential.  When you terminate an employee in the best interest of the district it should be kept as confidential information.  The administrator should not discuss those types of decision with other employees.

                  As a professional you should not speak negatively about another employee.  Integrity for the position and power of the position should be a natural part of your character.  Usually, I find administrators are usually great at keep matters of this nature confidential or they are not.  When an administrator breaks the ethical standard they are usually privately reprimanded.  The superintendent knows how to interact with district staff, students, school board, and community in a professional and ethical manner.

Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities.

                Many times employees get involved in local political races.  Their right to exercise their belief and support in a candidate should be kept separate and away from school.  Employees have the right to join in our democratic society.  However, their beliefs and opinions should be kept out of the classroom.  The employee must represent all sides if it is discussed in the classroom. The employee may express their opinion when specifically asked but that exercise would be warned and or cautioned against. 

Employees are usually called into the administrator’s office and given a refresher on political outspokenness.  If the behavior continues more formal reprimands may be given.  Most times professional development is given to combat this type of behavior.  The superintendent knows how to serve as an advocate for all children.   

Interview with the LISD Director of Finance on Financial Audits

Interview with the LISD Director of Finance on Financial Audits

The Livingston Independent School District Board of Trustees has decided to use an external auditor for the purpose of financial audits for the school district.  The board goes out to bid every three years for a new auditor.  The auditing company is usually a Certified Public Accounting Firm that will come in and spend a week in the district in the summer conducting an interim audit.  Then the firm will come back after the close of the fiscal year in September or October for a final audit.  The chosen accounting firm will give a final audit report to the Board of Trustees at the regular board meeting in December.   The results are submitted to TEA and the district’s financial advisors.  The financial advisors usually publish the report to a national data base so those investors may see how the district is doing financially.

Understanding Personnel Salaries in District Budgets

Understanding Personnel Salaries in District Budgets

The Livingston Independent School District TOTAL budget allocates 79% of its expenditures on salaries.  A small percentage (5-10%) is allocated to discretionary funds.  The other percentage of the budget is left to pay the bills: for example, electricity.  As you look at the percentages you realize the campus and department budgets we analyzed earlier in this class were such a small portion of the overall budget.   It is yet to be determined if our district will give a percentage raise this year as it did last year to cover the increase in insurance.  Money is so tight it will be interesting to see the decisions that will be made.

The positive impact of a salary increase is it raises morale.  However, the negative impact is that a raise is a commitment to the budget for years to come.  It is difficult to substantiate that decision when unknown decisions of state legislatures affect the budget.  Having a 5% raise across the board gives a larger amount of money for those with a higher salary.    That is why many times you see a variance in a raise so that the amount of increase may have as equal affect as possible on everyone’s salary.

Reviewing and Analyzing my district's Maintenance and Operations Fund

Week 3, Assignment 4: Reviewing and Analyzing my district’s Maintenance and Operations Fund

The Livingston Independent School District (LISD) Maintenance and Operations Fund comes from three sources: local revenue, state revenue, and federal revenue.

The local funds come from taxes, special services cooperative payments, sale of surplus supplies, payments for renting facilities, insurance recovery, college course rental fees, athletic revenue, and miscellaneous revenue.

The state funding comes from two basic line items that say the same things: the foundation fund salary and operations.

The federal funding has two line items as well: federal funds indirect cost rate and SHARs which is Medicaid reimbursement.

The majority of our district funding comes from taxes under local revenue.  It is easy to see where the money comes from (realized) and how much goes out (expended) in the line item budget.  Our district does not have many places to gain revenue, therefore our district is very diligent in its allocations of funds.  Our superintendent and business manager prepare the budget and allocate the money according to where the funds are needed.  It is also easy to see why we are in the lawsuit against the state for not having a finance system that is not equitable, adequate, or efficient, as required by the Texas Constitution. With the budget cuts from the past year our district is managing to get by.  As earlier lessons state we are just receiving enough money to give our students an adequate education.    

Additional Stakeholder Input in the Budgeting Process

Additional Stakeholder Input in the Budgeting Process

Below is what I found out about the types of input received from the following groups in the budget process.

Central Office Administrators and Staff
                The central office has their own budgets they are responsible for developing and turning in to the business department.  Each assistant superintendent and or director goes over what they are responsible for overseeing and then meets with the superintendent and Director of Finance.  The assistant superintendents also meet with the campus principals and directors along with the superintendent and director of finance in going over each of the departments budgets.

Principals

                The principals of the district get the campus budget and give each department head their department’s budget.  The teachers in the department meet with their department head and turn in the needs of the department.  The department heads then meet with the principal to go over the department’s needs.  The principal then prepares the campus budget to turn in to central office.

Site Based Decision Making Committee

                The site based decision making committee goes over the goals and objectives of the campus.  The committee lists the resources it will take to meet these goals and objectives.  The principal and department heads makes sure these resources are listed in the budget.  The goals should, hopefully, be tied to the goals the Board of Trustees has for the district. 

District Improvement Plan

                The district improvement plan is overseen by a committee that establishes the goals and objectives of the district.  The committee lists the resources it will take to meet these goals and objectives.  The deputy superintendent makes sure these resources are listed in the budget.  The goals should, hopefully, be tied to the goals the Board of Trustees has for the district.

Teacher Organizations

                Our teacher organizations are very small and raise their own money to support functions on each campus.  The specific organization gives property donations to the district to utilize the money they have raised to support each campus.  For example, they may give money to take a field trip or they may donate money to purchase a piece of playground equipment.  These organizations are especially helpful in supporting morale for teachers.  Usually representatives of these organizations serve on the site based decision committees and the district improvement plan committee.

Other Key Stakeholders like Community Members

                These members serve on our site based decision committees or on the district improvement plan committee.  Any individual may give a property donation to the district.  The Board of Trustees votes to accept or deny the property donation.

Board of Trustees

                The Board of Trustees works collaboratively with the superintendent in establishing a budget.  The board and superintendent must take an interactive approach in developing a budget through workshops.  The board will hold a public hearing and then a final budget is formally adopted.

Each stakeholder group is important in the budget process.  The principals play a major role in developing the budget since they have a campus budget and seek input from the site based committee in developing the budget.  The deputy superintendent plays a significant role in the process since she over sees the district improvement plan and implements this plan into the process.  Of course, the Director of Finance is third behind the Board of Trustees and superintendent in establishing the budget.  The superintendent relies heavily on his expertise and guidance in preparing the budget for him and the board.   Each group has a role and responsibility in the planning, preparation, and establishment stage of the budget.

The Superintendent's Roles and Responsibilities in the Budget Process

Superintendent’s Roles and Responsibilities in the Budgeting Process

The superintendent of schools should play a major role in the development of the district budget.  According to law he is the budget officer for the district and prepares or causes the budget to be prepared.  Ethically, he should be the leader in fiscal responsibility setting the tone for establishing a budget.  In interviewing the Director of Finance at Livingston Independent School District I learned that our superintendent definitely sets the tone in this process.  He defines the roles and responsibilities of the people and events throughout the process.  He oversees the planning stage of the budget with our Board of Trustees and Business Department in setting a timeline in conjunction with the school calendar.  The business department takes all the departments and campus budgets and works them in to the district budget.  The Superintendent along with the Deputy Superintendents and Director of Finance takes the prepared budget and goes over it.  This group then meets with the department heads and directors to justify the needs presented in the budget.  Then the superintendent takes the prepared budget to the Board of Trustees for evaluation in budget workshops.  Because of his hands on approach the superintendent is then able to explain and justify to the board the authorized budgeted items.  Finally, a public hearing is held and formal adoption of the budget takes place.  Our superintendent is actively involved in the budget process from start to finish. 

I was not surprised to learn that the superintendent was so involved in the budget process.  With all the law suits and budget cuts in Texas Education today, it is critical for the superintendent to know and understand the budget.  I also remember in one of the interviews I gave the superintendent his answer for a primary role of his, was to understand the budget and have fiscal responsibility.  Our superintendent knows how important it is to be able to defend to the Board of Trustees and to the public where the districts money is going.  There is no better way to do that than to know the budget like the back of your hand; and that is done by having a constant and active involvement in the process. 

Reflections on the TEA Budgeting Guidelines Document

The TEA Budgeting Guidelines Document -2010

The TEA Budgeting Guidelines Document is a very detailed account of the budgeting process.  The document helps in developing a plan of action to develop a budget.  It allows guidance in preparing for what you need to know in establishing a budget and it allows you the information for a good evaluation in finalizing the budget.  Objectives are clearly stated and understood in the manual.

The document is a very helpful and useful resource in defining and explaining any part of the budget process.  It provides a very detailed timeline concurrent with a calendar for the planning stage.  It provides you with examples in the preparation stage.  The document evens helps you understand how to prepare for the future by giving samples of projections.  It clearly states objectives and responsibilities that must be followed and adhered too.  The manual provides you with laws you must follow in preparing the budget.  It also gives you a sample of the district and campus budget in which you can follow.  The document even goes over grants and construction projects.

I can use this document as a resource for just about any type of clarification in the budgeting process.  For someone who knows little about the budget and the process that is used, the TEA Budgeting Document is a very helpful guide in understanding and defining the way to finalize a budget.  I have learned that the budget process must be organized because of the interactive approach that should be taken to establish a budget.

Top 5 Events and Dates in Developing a District Budget

A List of the Top Five Events and Dates in the Development of a District Budget

This timeline is based on a Sept. 1 fiscal start date and all dates are in accordance with that timetable.

# 1 February

Director of Finance hosts a timeline meeting for all department and campus representatives outlining the necessary dates for the budgeting process. In this meeting the initial budgetary concerns are discussed and the procedure for gaining input from the different site based committees is reviewed.

# 2 February

Take initial feedback from department and campus representatives as well as site based committees and establish a personnel plan for the upcoming year. This is essential due to the cost of personnel utilizing 80%-85% of the total budget and the need to offer contracts prior to the end of the current school year.

# 3 April

Review local revenue information provided by the county tax appraiser. This is important due to the role local revenue plays in the budgeting process.

# 4 June

Review the state funding template regularly to adjust the budget according to any versions that may affect the budgeting process. Over the years the versions provided can vary slightly but any change could affect a district’s budgetary process greatly.

# 5 July

Department heads and principals meet with the board to discuss justifications of a final budget. This provides the board an opportunity to ask each directly of their concerns and obstacles prior to the final budget proposal which must be submitted prior to the end of August in a public meeting.

Several of us had district start dates of July 1 so the timelines for those districts would be approximately three months before the ones for the September 1 development timeframe. Regardless of the fiscal start date, there are timelines that need to be adhered to so that the budget can be developed in a timely and organized manner.

Reflection Week Two Assignment Two

It is always interesting to view the different opinions that people have regarding the topics we are assigned to discuss.  Our consensus was quite easy since we all had the five events listed before we viewed the others posts.  The difference was the calendar month since we were on different fiscal years.  In collaborating, I find it interesting to see the slight differences in the processes each district utilizes on its way to establishing a budget.  Hence, the reason for the type of assignments we are given!

Goal Driven Budget

Week Two Assignment One

Goal Driven Budget

A goal driven budget, as Dr. Arterbury described in the lecture, “is attaining a budget from a shared vision of the school district and each campus.  The district and campus goals should reflect the Board of Trustees goals and the budgeting process should reflect a commitment to expending funds to achieve those goals.”  The example Dr. Arterbury used, “was to effectively teach math the district expends the funds for teachers and materials to address the teaching learning process for math.”

For a district to truly understand and incorporate a goal driven budget into the district, the budget must always tie back into the Board of Trustees Goals for the district.  The District improvement plan must connect with the Board of Trustees Goals and the Campus Improvement Plans must reflect and have a direct relationship with the District Improvement Plan and Board of Trustees Goals.  In a district that utilizes a goal driven budget every department and/ or campus must always have a correlation to the goals of the entire district – the goals of the Board of Trustees.

The Livingston Independent School District Improvement plan describes the monetary value in the goals section of the document in a very general and basic monetary term.  For example, under resources the following terms are used: local funds, Title 1 funds, Grant funds.  However, the funds allocated for the State Compensatory Program is very specific in listing the exact amount of funds for the specific program or service.

In talking with our business manager LISD does not specifically utilize a goal driven budget.   Our budget process uses the site based budget preparation guidelines.  But knowing and talking to my superintendent, the LISD budget will always be determined according to the needs of the district in reaching the needs of our students. 

Complete Superintendent Interview

Complete Superintendent Interview

Questions and Answers:

1.    What is your definition of leadership?

My definition of leadership is the ability to build a consensus among people to reach a common goal. A leader must have integrity.

2.    What are the positive aspects of being in a leadership position, like Superintendent?

Positive aspects are helping people in general, the ability to be a servant to people, and to help develop leadership skills in others.

3.    What are the negative or difficult aspects of being in a leadership position?

One negative aspect is making difficult decisions that involve people and another is making difficult decisions that may not be politically favorable.

4.    What do you believe are the attributes of a good Superintendent?

Integrity, being ethical, good listener, even keeled, no knee jerk reactions, have a good knowledge regarding finance and academics.

5.    Superintendent Competency 1 emphasizes the importance of integrity, fairness and ethical behavior. What does ethical leadership look like?

Ethical leadership is doing what is right regardless of the political implications. When you do what is right you are doing what is in the best interest of people and the organization as a whole.

6.    Competency 2 discuss the role of the superintendent in shaping campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community. How do you work to develop a shared vision?

I work through my mid-management which is my leadership team.  I try to make the vision simple and work with the leadership team to come up with a simple vision: “Successful kids by meeting their needs.” I work through the mid-management team so they can work at the campus level.

7.    Competency 3 discusses the importance of the Superintendent to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students. How should a superintendent evaluate the effectiveness of communication strategies in the school district and encourage the engagement of the community to benefit all students?

I want the patrons to be informed and I evaluate this through surveys.  I communicate through a broad range of media, websites, newspaper, radio, and in special events at the school.

8. Competency 4 focuses on the importance of the Superintendent responding to and influencing the larger political, social, economic, legal and cultural context, including working with the Board of Trustees, to achieve the district’s educational vision. How does the Superintendent build a good working relationship with the Board?

To be honest and forth wright, when you make a mistake own up to it and take responsibility for what goes on in the district.

The first 4 competencies looked at the Superintendent as Leader of the Educational Community. Competencies 5 – 7 examine the Superintendent as Instructional Leader.

9. Competency 5 examines the importance of the Superintendent planning and implanting strategic planning that enhances the teaching and learning, ensures alignment of the curriculum, curriculum resources and assessment; uses the current accountability system; and promotes the use of varied assessments to measure student performance. How does the Superintendent accomplish such wide ranging strategic planning?

        Utilize the campus leadership team in conjunction with the site based decision making team on each campus, to come up with a strategy and a plan to implement.

10. Competency 6 emphasizes how Superintendents must advocate, promote, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth. How does a Superintendent promote and sustain a district culture that emphasizes student learning and professional development?

        I focus on academics and instruction at the classroom level.  I provide opportunities for professionals to grow. Professionals can grow at the district level, regional level, and state level.

11. Competency 7 discusses the importance of the Superintendent implementing a staff    

evaluation and development system, and selecting appropriate models for supervision and staff development to improve the performance of all staff members. How do Superintendents address these issues aimed at improving the performance of all staff members?

Address each individual’s strengths and weaknesses in the leadership team, point out strengths and give constructive criticism for areas to grow.

Competencies 8 – 10 focus on the Superintendent as Administrative Leader.

12. Competency 8 examines the importance of Superintendents knowing how to apply the principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application. More or less, the Superintendent has an immense responsibility in carrying out these tasks. How should Superintendents approach the management of everything from budgets to technology applications?

        I do it through the leadership team concept by hiring people in a specialized area that knows their field.  I get the leadership team involved. Having a group advocacy is better than doing it by yourself.

13. Competency 9 states that Superintendents must know how to apply principles of leadership and management to the district’s physical plant and support systems to ensure a safe and effective learning environment. What leadership and management principles help Superintendents supervise the physical plants and support systems to ensure a safe and effective learning environment? And please talk to us about developing organizational leadership skills.

        You hire component people and hold them accountable.

14. Competency 10 addresses how Superintendents apply organizational, decision-making and problem-solving skills to comply with federal and state regulations and facilitate positive change in varied contexts. Please discuss the importance of organizational leadership, as well as decision-making and problem-solving skills in addressing these compliance areas and maintaining positive change.

        I use a leadership team concept for organization.  It allows people to have input and I feel it is a more effective organization in achieving goals.  This style provides people with ownership to the organization.

15. What additional experience, learning, or advice can you share to help me (our student’s) develop an effective internship?

Do what is right for kids and be a servant leader.  Do not take the easy way out because    it usually becomes the hard way out.

Intern Plan Working Document

Intern Plan Working Document

Vision / Mission P.22	Domain 1 Comp 2	1C) Compare two different schools districts vision statements.	Diana Kelm	June 2012
Strategic Planning P.23	Domain 1 Comp  2	2B) Interview members involved in the strategic plan of my district. Also evaluate and improve the plan by serving on the committee.	Diana Kelm	June 2012
Data Collection and Analysis P.24	Domain 1 Comp 2	3A) Analyze the data collected. Interview various persons regarding NCLB.	Diana Kelm & Janan Moore	July 2012
Negotiating/ Consensus Building P.26	Domain 1 Comp 2	5*) Form a benefits committee. Review the districts benefits and determine the best company to use for our district.	Dr. Darrell Myers	June 2012
Collaborative Decision Making P.27	Domain 1 Comp 2	6A) Attend a team leadership meeting and observe leadership styles.	Dr. Darrell Myers	August 2012
Effective Communication P.25	Domain 1 Comp 3	4B) Write and send a memo. Get feedback regarding the memo.Safe schools.	Gregg Faith	September 2012
Community / Public Relations P.53	Domain 1 Comp 3	25A) Interview the Director of Communications and his assistant with regard to effective community communications.	Gregg Faith and Amy Borel	November 2012
Parent Involvement P.54	Domain 1 Comp 3	26B) Examine current policy and procedures for parental involvement in the district.	Dr. Darrell Myers, Diana Kelm, and Gregg Faith	November 2012
Climate for Cultural Diversity P.55	Domain 1 Comp 3	27B) Meet with members of the language arts department and examine the literature used in regards to stereotyping.	Language Arts Teachers & Instructional specialists.	October 2012
Community / Business Involvement and Partnerships P.56	Domain 1 Comp 3	28A) Develop a list of social agencies that are available to help and support students, faculty, and administration	Diana Kelm, Janan Moore, and Gregg Faith	October 2012
Position Goals and Requirements P.58	Domain 1 Comp 1 Comp 4	29AB) Obtain a copy of a job description and the evaluation instrument used for the position.	Dr. Darrell Myers and a principal	August 2012
Philosophy / History of Education P.59	Domain 1 Comp 1 Comp 4	30A) Interview a school board member regarding the history of the district.	Henry Ager	October 2012
Ethics P.60	Domain 1 Comp 1 Comp 4	31C) Meet with a group of students and get their beliefs and experiences with ethical practices in the school.	Students	November 2012
Interpersonal Relationships P.61	Domain 1 Comp 1 Comp 4	32A) Develop my interpersonal skills.	Pennee Hall	November 2012
School Board Policy and Procedures/State and Federal Law P.63	Domain 1 Comp 1 Comp 4	33C) Review the board training requirements and the role of the Superintendent in the process.	Dr. Darrell Myers and Mona Sheets	December 2012
Analyzing the Curriculum P.29	Domain 2 Comp 5	7E) Interview personnel involved in textbook selection.	Janan Moore	August 2012
School / Program Scheduling P.31	Domain 2 Comp 5	8B) Review student class scheduling at the Primary and Secondary levels.	Principals & counselors	August 2012
Supervision of Instruction / Instructional Strategies P.32	Domain 2 Comp 5	9H) Interview an instructional specialist and assess the needs, goals, and service of central administration.	Pattie Myers	June 2012
Supervision of Cocurricular Education P.38	Domain 2 Comp 5	13A) Review board policy and evaluate school compliance with cocurricular education.	Dr. Darrell Myers	July 2012
Federal Programs Administration P.64	Domain 2 Comp 5	34*) Implement a special education program for the district.	Dr. Darrell Myers and Diana Kelm	August 2012
Learning / Motivation Theory P.34	Domain 2 Comp 6	10D) Formulate a group of teachers and discuss students challenge levels. Get recommendations to implement more instruction. (Vygotsky’s model)	Teachers	September 2012
Learning Technology P.35	Domain 2 Comp 6 Domain 3 Comp 8	11C) Interview the technology director.	Gregg Faith	August 2012
Evaluation of Student Achievement  / Testing and Measurements P.36	Domain 2 Comp 6	12A) Review policy and discuss curriculum and assessment of student achievement with administrators and teachers.	Janan Moore	October 2012
Student Discipline P. 42	Domain 2 Comp 6	16A) Review board policy and school handbooks with respect to discipline. Interview principals and assistant principals regarding discipline.	Principals and Assistant Principals and Diana Kelm	September 2012
Current Issues Affecting Teaching and Learning P.66	Domain 2 Comp 6	36*) Test driven curriculum affects teaching and learning.	Dr. Darrell Myers, Janan Moore, Principals, and teachers	November 2012
Staff Development / Adult Learning P.39	Domain 2 Comp 7	14C) Collaborate on staff development and implement a staff development activity.	Janan Moore	September 2012
Personnel Procedures P.50	Domain 2 Comp 7	23*) Have a staffing meeting with Principals regarding personnel.	Dr. Darrell Myers, Diana Kelm, and Principals	May 2012
General Office and Administration / Technology P.45	Domain 3 Comp 8	18B) Review job descriptions of key office personnel.	Dr. Darrell Myers	August 2012
Learning Technology P.35	Domain 2 Comp 6 Domain 3 Comp 8	11*) Work with the communications and technology director on the HR website. .	Gregg Faith	December 2012
School Operations / Policies P.46	Domain 3 Comp 8	19B) Meet with the district attendance officer and discuss rules, policies, and procedures.	Diana Kelm	May 2012
Supervision of the Budget P.51	Domain 3 Comp 8	24D) Evaluate the process of requisitions.	Ben Davidson	September 2012
Professional Affiliations and Resources P.67	Domain 3 Comp 8	37A) Contact several persons in different educational occupations and compile a list of resources that helps them in their profession.	Dr. Darrell Myers, Barbara Shaw, Loydette Youngblood	December 2012
Professional Library P.68	Domain 3 Comp 8	38A) Compile a library.	Dr. Darrell Myers	December 2012
Facility and Maintenance Administration / Safety and Security P.47	Domain 3 Comp 9	20B) Meet with the director of maintenance to review job responsibilities, schedules, and staff	Terry Jordan	May 2012
Student Transportation P.48	Domain 3 Comp 9	21A) Interview the director of transportation and discuss current needs for transportation.	Tammie Smith	August 2012
Food Service P.49	Domain 3 Comp 9	22A) Interview the food service manager to discuss issues regarding food service.	Janan Moore	August 2012
Change Process P. 41	Domain 3 Comp 10	15*) Implement the LISD special education program.	Diana Kelm	August 2012
Student Services P.43	Domain 3 Comp 10	17A) Review student services and recommend improvements.	Diana Kelm	November 2012
Issue and Conflict Resolution P.65	Domain 3 Comp 10	35*) Particpate in a level one grievance and in an EEOC meeting.	Dr. Myers	March 2012