First Draft of Internship Plan

Jennifer Steadham Superintendent Internship Plan




1.Vision/ Mission
(d)
Domain I Comp 2
Invite relevant constituents and lead this group to find consensus on the development of a district , school, or subunit vision statement.
Dr. Fonda Huneycutt
December 2011
2. Strategic Planning
Chapter 41 project
Domain I Comp 2
Develop a strategic plan for a chosen project. This will be a major project involving our Chapter 41 status and bond election process.
Dr. Fonda Huneycutt and Jimmy Raney
November 2012
3.Data Collection and Analysis
(c )
Domain I Comp 2
Review the ways in which assessment data are used by the following: board of education, superintendent, faculty, staff and community relations/information department.
Dr. Fonda Huneycutt and Jimmy Raney
December 2011
5.Negotiating/Consensus Building
Chapter 41 project
Domain I Comp 2
In leading the Chapter 41 project/group, include the steps used to gain consensus during the project plan.
Dr. Fonda Huneycutt and Jimmy Raney
May 2012
6. Collaborative Decision making (a)
Domain I comp 2
Observe a district meeting where Dr. Huneycutt plans to use collaborative decision-making. Observe Dr. Huneycutt’s behavior in outlining goals, seeking information, providing information, elaborating, challenging viewpoints, diagnosing progress and summarizing.
Dr. Fonda Huneycutt
December 2011
4. Effective communication (b)
Domain I comp 3
Write a memo to the faculty relying information that need to be disseminated by the district office. Survey several persons receiving the memo, and obtain advice on its organization, clarity, and intent and any recommendations for improvement.
Dr. Fonda Huneycutt
September 2011

25. community and public relations (b)
Domain I comp 3
With a person involved in public relations, assist in the preparation of a written communication to be sent out to the public.
Dr. Fonda Huneycutt
September 2011
26. parental involvment (d)
Domain I comp 3
Observe a meeting of the site-based committee. Assess the role of the parents in the process and provide any recommendations for increasing the effectiveness of their role.
Karen Wiley
October 2011
27. Climate for Cultural Diversity (a)
Domain I comp 3
Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.
Dawna Vann
March 2012
28. community and business partnerships ( c )
Domain I comp 3
Interview two community members that reside in the district. Focus on their perceptions of the quality of education, concerns, and recommendations for the school.
Dr. Fonda Huneycutt
February 2012
29. Position goals and requirements (c )
Domain I comp 1 & 4
Gather and compile a list of current demands that are placed under the responsibility of the superintendent. Relate these demands to areas on the job description and evaluation.
Dr. Fonda Huneycutt
April 2012
30. philosophy/history of education (c )
Domain I comp 1 & 4
Review the past school board agendas, reports and minutes. Note significant events, policy changes, and recurring themes or concerns that affect eh district today.
Dr. Fonda Huneycutt
November 2011
31. Ethics ( C)
Domain I comp 1 & 4
Meet with a representative group of students. Solicit their beliefs about and experiences with ethical practices in the school or classroom. Using the student perspective, make recommendations for ensuring greater ethical practices for all students.
Dr. Fonda Huneycutt
May 2012
32. Interpersonal Relationships (a)
Domain I comp 1 & 4
Acknowledges the accomplishment of others, encourages others to participate.
Dr. Fonda Huneycutt
May 2012
33. School Board Policy and procedures (b)
Domain I comp 1 & 4
Attend as many board meetings as possible.
Dr. Fonda Huneycutt
May 2012
7. Analyzing the Curriculum (e)
Domain II comp 5
Actively participate in the textbook selection process.
Dr. Fonda Huneycutt
September 2011
8. School Scheduling (b)
Domain II comp 5
Participate in the process of student class scheduling.
Dr. Fonda Huneycutt
March 2012
9. Supervision of instruction (other0
Domain II comp 5
Use the PDAS evaluation system for the supervision of six teachers.
Dr. Fonda Huneycutt
March 2012
13. Supervision of co curricular Education (d)
Domain II comp 5
Meet with a group of randomly selected students to discuss the strengths and weaknesses of co curricular activities.
Dr. Fonda Huneycutt
April 2012
34. Federal Programs Administration (b)
Domain II comp 5
Attend a special education ARD meeting.
Julie Sandusky
September 2012
10. Learning and Motivation Theory (f)
Domain II comp 6
Compile a list of all forms of student recognition (honor roll, letter jackets, student awards, etc) that the school practices. Calculate the percentage of students that receive some type of school recognition.
Dr. Fonda Huneycutt
April 2012
11. Learning Technology (b)
Domain II comp 6
Domain III comp 8
Using a current curriculum, gather information on present and future technology used to support teaching /learning in this subject area. Make recommendations for expanded use of technology, addressing costs, training, and current and future need of the students with the bond election in mind.
Dr. Fonda Huneycutt
December 2011
12. Evaluation of Student Achievement/Testing and Measurements ( b)
Domain II comp 6
Select a subject curriculum. Review the grade distribution for the subject. Devise, distribute, and collect a brief needs assessment relating to strengths and concerns of the testing procedures and grading policy used.
Dr. Fonda Huneycutt
March 2012
16. Student Discipline (other0
Domain II comp 6
As the administrator responsible for discipline, have some one else critique my performance in the student conference with regard to consequences imposed and improving social skills.
Dr. Fonda Huneycutt
November 2011
36. Current issues affecting teaching and learning (a)
Domain II comp 6
Compile a list of current issues that affect teaching and learning. Use research literature and perspective from administrators, teachers, students, and parents in compiling the list. Assess the degrees off importance and urgency for each issue.
Dr. Fonda Huneycutt
April 2012
14. Staff Development/Adult Learning (b)
Domain II comp 7
Obtain the yearly staff development plan. Analyze the plan with respect to school mission, student achievement, and teacher evaluations.
Dr. Fonda Huneycutt
September 2011
23. Personnel Procedures (b)
Domain II comp 7
Interview for a professional position.
Dr. Fonda Huneycutt
September 2011
18. General Office Administration/Technology (c )
Domain III comp 8
Observe the office secretary for a period of time in order to assess the needs and demands of her position. Following the observation, substitute for the secretary to summarize the needs and demands of this position.
Candi Raney and Dr. Fonda Huneycutt
November 2011
19. School operations and policies ( b)
Domain III comp 8
Meet with the school attendance officer. Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school operations.
Dr, Fonda Huneycutt
December 2011
24. Supervision of the budget (c)
Domain III comp 8
Participate in the budget planning process for the district.
Dr. Fonda Huneycutt
September 2011
37. Professional Affiliations and Resources (a)
Domain III comp 8
Contact several persons experienced in the position of study, and compile a list of professional association, service organizations, and local, state, and federal agencies that provide expertise and service to the position.
Wes Pierce, ESC IX
March 2012
38. Professional Library (a)
Domain III comp 8
Compile a list of books, publications, training manuals, and district or state publications used or recommended for the superintendent. The list will include resources of the highest quality and relevance to the position and educational leadership.
Wes Pierce, ESC IX
March 2012
20. facility and Maintenance Administration/ Safety and Security (b)
Domain III comp 9
Meet with head custodian to review job responsibilities and schedules of staff. Observe one custodian for a period of time. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Jeanne Rasure
December 2011
21. Student Transportation (b)
Domain III comp 9
Observe (or drive) one bus route for one day. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Jennifer Steadham
October 2011
22. Food Services (b)
Domain III comp 9
Observe a food service worker in the preparation and delivery of a school meal. Summarize the observation focusing on the needs, concerns, and overall assessment of work performed.
Daniela Reynolds
December 2011
15. Change Process (c )
Domain III comp 10
In the Chapter 41 project, devise a plan for any change affecting other individuals. Choose two of these individuals and discuss how they internalized or resisted the change.
Dr. Fonda Huneycutt
May 2012
17. Student Services ( b)
Domain III comp 10
Participate in a career or educational program session with a counselor and a student.
Jennifer Steadham
September 2011
35. Issue and conflict resolution (a)
Domain III comp 10
After choosing a current issue at school, meet with at least two persons on either side of the issue to ascertain the goals for each side. Ensure that each side understands the goals of the other side. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and addresses all concern. Meet with both sides to reach consensus on the new proposal or plan.
Dr. Fonda Huneycutt
February 2012

Professional Vita

Jennifer Steadham

Education/Certification
Master of Education Educational Leadership, Lamar University,
Beaumont, Texas, May 2011
Bachelor of Science Mathematics, Texas Woman’s University, Denton, Texas, 2001, Magna Cum Laude

Principal Certificate Texas Principal’s Certificate
Teacher Certificate 6-12 Mathematics, Texas

Leadership Experience
Assistant Principal
Forestburg ISD, Forestburg, Texas, June 2009-present
Served as textbook coordinator monitoring and reporting all textbooks for district to EMAT and administrative office.
Served as PDAS evaluator for educators and completed evaluations of auxiliary personnel.
Served as RTI administrator monitoring progress of students and documenting all interventions for each tier.
Served as GT coordinator for two years working with to meet the needs of GT students in the general classroom.
Served as special education administrator for 90% of ARD meetings for the district.
Served as TAKS coordinator for district for four years leading staff development and monitoring all procedures involving state testing.
Served as UIL coordinator for district for nine years leading staff development, coaching events, and entering contestants online as well as coordinating the high school district meet for seven years.
Presented staff development in RTI, CPI, UIL COPE training, TAKS training, data disaggregation, emergency procedures, bullying, harassment, and curriculum development.
Served as mentor to new hires for district and all mathematics teachers.
Developed personal graduation plans for all high school students and scheduled all classes for 2009-2010, 2010-2011, and 2011-2013 school years.
Created, in conjunction with the SBDM committee, the student code of conduct and the student handbook.
Created the employee handbook and professional development schedule for three years.
Monitored curriculum, instruction, and assessment for district.
Managed student discipline referrals and served as administrator for varsity and sub-varsity games.

Mathematics Curriculum Specialist
Forestburg ISD, Forestburg, Texas 2003-present
Implemented mathematics checklists as well as scope and sequence for K-12 mathematics classes.
Supervised new teachers to ensure curriculum guidelines were covered.
Adopted mathematics textbooks for K-12 classes.
Provided training for all mathematics instructors on disaggregating data and released tests to serve the needs of all students.
Mentored all new hires to district and iTeach Texas interns.
Provided all remediation for grades 3-11 TAKS students in mathematics.
Taught grades 6-12 mathematics for three years, grades 7-12 for five years, grades 8-12 for two years, and grades 9-12 for one year.



UIL District Academic Meet Director
District 18-A(at present), Texas 2003-present
Hosted academic meet for 250+ students each year at a major university campus.
Coordinated the entries, judges, and schools for eight to fourteen schools each year.
Coordinated planning meetings for the district at various locations throughout the north Texas area.

High School Director and President-Elect for TMSCA
Texas, 2005-present
Directed the state meet for 2000+ competitors in Texas Math & Science Coaches Association at University of Texas at San Antonio for five years.
Served as a voting member of the non-profit board that oversees all operations with an annual budget of $300,000.

Site Based Decision Making Team (SBDM) Chairperson
Forestburg ISD, Forestburg, Texas, 2004-present
Led team in decision-making process for student discipline, student code of conduct, curriculum development, and hiring of new employees.
Coordinated SBDM team and PBMAS team to implement full inclusion in 2005-2006 school year.

Performance Based Monitoring Analysis System (PBMAS) Chairperson
Forestburg ISD, Forestburg, Texas, 2004-2006
Coordinated efforts with SBDM team to implement full inclusion for 2005-2006 school year.
Recognized by Texas Education Agency at Special Education Conference and presented data to conference attendees on the success of the program at Forestburg ISD.

Teaching Experience
Mathematics teacher (6-12)
Forestburg ISD, Forestburg, Texas, 2001- present
Developed and implemented scope and sequence for K-12 mathematics classes.
Improved mathematics testing scores to 93 % consistently.
Encouraged competitive mathematics teams in UIL, TMSCA, and MATHCOUNTS and coached 12-15 students at regional or state competitions each year.
Served as representative to Texas Education Agency for item-review and data-review committees.


Additional Training and Professional Development
“Instructional Leadership Development (ILD)”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009.
“Response to Intervention (RTI)”, Region IX Educational Service Center, Wichita Falls, Texas, June 2009.
“Professional Development and Appraisal System (PDAS)”, Region IX Educational Service Center, Wichita Falls, Texas, October 2009.
“Crisis Prevention Institute Training: Nonviolent Response (CPI)”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009. Refresher, August 2011.
“CSOPE Curriculum System”, Region IX Educational Service Center, Wichita Falls, Texas, July 2009 and August 2011
“TAKS District Coordinator Training”, Region IX Educational Service Center, Wichita Falls, Texas, October 2008, January 2009, January 2010, and January 2011.
“Mathematics Collaborative”, Region IX Educational Service Center, Wichita Falls, Texas, May 2009 and May 2010.

Presentations
Steadham, J. (2009, June). Making Connections with Tables, Graphs, and Measurement. Presentation at Region IX Educational Service Center, Wichita Falls, Texas.
Steadham, J. (2009, January; 2010, January; 2011, January).TAKS Training for Forestburg ISD. Presentation at Forestburg ISD, Forestburg, Texas.
Steadham, J. (2008, August; 2009, August; 2010 August; 2011 August).Data Disaggregation.. Presentation at Forestburg ISD, Forestburg, Texas. (annual presentation)
Steadham, J. (2008, August). UIL COPE Training. Presentation at Forestburg ISD, Forestburg, Texas. ( annual presentation)

ReferencesReferences will be provided upon request.

Reflection from Week 2

In reflecting on the readings for this week, I realize that action research can be pursued in many area or topics. I have come to the conclusion that any action research project should have at its heart the best interest of students and ways to improve their performance and their lives. In choosing a topic, I considered several, but solving an issue at my school will become my focus. What effect does homework or targeted classroom practice have on TAKS scores? I have a wondering in the effects of each on student performance and if one method is better than the other for student performance. While this will take a great deal of time, more than I have before finishing my degree, I am motivated to continue this project throughout the next school year to determine which method or various combinations of methods provides greater student performance. I would like to resolve an issue with two groups of staff members over this topic as well.

Educational Leaders and Blogging

Blogging is a way of reflection and listing the thinking involved in a process. Educational leaders can collaborate with other leaders through a blog; feedback can be provided from anyone as blogging can link us to others in the world. Just as teachers can suffer from isolation in the classroom, principals can experience the same isolation. Many times there is only one administrator in a building or in a district; this lonely administrator can have feedback on his inquiry and reflections through the use of blogging. Even if feedback is not the goal of blogging, it provides a record of previous thinking for a leader. In reviewing prior thinking, a leader can gain insight into what the right or wrong decision may be. Blogging is tool that can hold great potential for a leader.

Action Research and Its Uses

Action research, also called administrator inquiry, the process of an studying a practice and taking action for change based on the learning through the process of inquiry (Dana, 2009). In studying this practice, one realizes that aspiring to be a great leader will involve the process of reflection. Reflection is the action of thinking about decisions, understanding mistakes made, and making adjustments as needed. Through reflection, a wondering, or basis for inquiry, is developed, stumbled upon, or jumps right out at a leader. Once a leader has a topic for inquiry, he then moves to data collection and analysis. Action research is assessing needs, moving through the process of inquiry, analyzing data, and making decisions based on the results of the inquiry. Action research is not just reading a book on a topic of interest; it is finding a better solution using knowledge, both prior and recently gained, to make better choices for our students.

As a leader, action research is a tool that I will use. One trait of a great leader is that of being able to reflect on prior decisions and make the needed adjustments. Action research is realizing a need and finding a solution through inquiry. This tool is one used by a great leader, either formally or informally. I will strive to make inquiry a part of my week as it is necessary to reflect and inquire to make use of what works and what does not. The use of best practices in education is all about inquiry and making choices accordingly. Leaders who desire for the best of those they lead will constantly seek out the best practices, and I will work through inquiry to serve those I lead to be their best.



Fichman, N. Dana (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press