Apolinaria C.

Cornejo

Pearland Cohort Competency Reflections and Experiences

EDUC 6331

LEARNER-CENTERED LEADERSHIP AND CAMPUS CULTURE Domain I: School Community Leadership Competency 001 The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (School Community includes students, staff, parent/caregivers and community members) This competency sets the foundation for the school community. I was fortunate to complete my internship experience at a campus where the principal shows evidence of shaping the campus culture on a daily basis. From having a yearly school theme to wearing a variety of Southmayd shirts proudly, it is evident that everyone shares Southmayds vision of learning. This school years theme is Team Southmayd to emphasize that working together and collaborating is the way to make Southmayd successful and contribute to the schools mission and vision. As a district employee, I am assigned to the school two to three days out of the week. In my Teacher Development Specialist role, I have been welcomed with open arms and everyone makes me feel part of Team Southmayd. Ms. Phillips has clearly set the foundation of the campus vision and ensures that everyone who contributes to student success at Southmayd shares and supports the campus vision. She sets high expectations and provides teachers with the tools and support to implement the strategies needed to reach those expectations. This competency means to me that I will need to know how to collaborate with all stakeholders to shape and support the culture of my future campus to ensure that all are working for the shared vision. I have learned many methods of shaping a shared campus culture to involve all stakeholders. The experiences at Southmayd and what I have observed at different campuses have given me the opportunity to feel that I will be able to take on the role stated in this competency with confidence.

Competency 002- The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success Communication and collaboration are of utter most importance in achieving the campus goals. This competency states that I must have communication skills and provide opportunity for collaboration among all in the school community in order to promote successful student outcomes. During my internship, I was able to observe and participate in communication and collaboration opportunities. Ms. Phillips sends a biweekly newsletter called Southmayd Elementary Roaring News. The newsletter includes reflections, campus calendar events,

Apolinaria C. Cornejo

Pearland Cohort

EDUC 6331

reminders, instructional focus, guiding PLC questions, campus celebrations, best practices, birthdays, and shout outs called Cougar Roars. In addition, teachers receive monthly Coaches notes from Ms. Phillips with inspirational and motivational reflections on the work of teachers and her work as a leader. These notes relate the work to research and published text. Parents communication and collaboration is highly supported. Teachers send a grade level monthly newsletter to keep parents informed of their childrens learning. In addition a night at the museum is scheduled and transportation is provided for families. Monthly Coffee with the Principal sessions are held for families and community members. From community involvement through the Real Men Read mentoring program in the Houston Independent School District to having a McDonalds night in the neighborhood, Ms. Phillips and her faculty/staff ensure that the district and community are given opportunity to contribute to student success at Southmayd. Although it not always possible for me to contribute to what goes on at the campus because I am not always there, I am enthusiastic of everything done to ensure collaboration and communication with all stakeholders. I will definitely have many ideas to implement once I am at the administrative level of a campus.

Competency 003 The principal knows how to act with integrity, fairness, and in an ethical and legal manner. I have had the opportunity to serve in the district for thirteen years. In those years, I was able to serve schools under seven different principals. I have had my share of experiences with principals on both end of the spectrum in relation to this competency. I have seen principals who are glorified for the work at their campus when in reality their presence is little to none. Also principals who go above and beyond the call of duty, but in reality play favorites and lack fairness and integrity. These experiences have taught what I do not want to do when I am in a leadership role. During the internship, my experience was on the opposite end the previously mentioned examples. My internship mentor was a prime example of a leader with ethics, fairness, and integrity. She modeled and promoted highest standards of conduct. She promoted awareness of differences and advocacy for all. She shared and applied her knowledge of issues affecting education to ensure awareness and compliance. In my future role as an administrator, I will strive to model and promote leadership of integrity, fairness and ethics by following district and legal guidelines.

Domain II: Instructional Leadership Competency 004 The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of

Apolinaria C. Cornejo

Pearland Cohort

EDUC 6331

curriculum, instruction, and assessment; and promote the use of varied assessments to measure student performance. In my role as a TDS I have had many opportunities to develop comprehension of this competency. Through facilitation of curriculum design and development, I have contributed to ensuring that teachers are familiar with district strategic plans for instruction. I have planned and facilitated training session designed to familiarize teachers with the districts scope, sequence, unit planning guides, pacing calendars, scripted lessons, and other resources provided by the district to implement instruction in the different content areas. I have also observed and contributed feedback to ensure the alignment of curriculum and instruction in the classrooms in my two campuses. My level of confidence in implementing this competency on my campus is high. I am very familiar with all district curriculum documents. This will enable me to promote and ensure alignment of curricula at my future campus.

Competency 005 The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. This is another competency that I have had the opportunity to be very comfortable with through my work as a Teacher Development Specialist. I work for the districts Professional Support and Development department; therefore, my role requires extensive facilitation of professional development that addresses best practices and district implemented instructional programs and curriculum. Our work involves collaborative planning, implementation, observation, feedback, and assessment that provide necessary modification ideas to achieve successful student learning. Through PLC facilitation, I contribute to the campus development of a vision that reflects students' needs for academic achievement and success in life. We plan, develop, monitor, and adjust the student improvement plan as needed. I share best practices with my two schools and other schools through district wide professional development facilitation. As I reflect on this competency, I feel that assuming the role stated in the competency will be no difficult task for me.

Competency 006- The principal knows how to implement a staff evaluation and developmental system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply legal requirements for personnel management. This competency represents the bulk of the work that I do in both of my campuses. As defined by the district, Teacher Development Specialists are instructional coaches who support teachers continuous growth as effective educators. In this role I meet and set goals with teachers. This is

Apolinaria C. Cornejo

Pearland Cohort

EDUC 6331

followed by a formative observation to identify a clear coaching focus established with the teachers collaboration. After setting goals, I implement coaching strategies and model new instructional practices. Coaching and feedback are provided to aid teachers in perfecting new approaches. I provide teachers with professional development support, best practices, modeling, and co-teaching opportunities. Although HISD follows its own Appraisal and Development for teacher evaluations and I am not certified in that system because I do not evaluate teachers, I am PDAS certified. This knowledge provides me with the foundation needed to implement staff observations to assist in improving their performance in the classroom. This is possibly the competency that I am most comfortable with. Although I do not perform formal teacher evaluations, my work revolves around the principals role stated in this competency. Competency 007 The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment. This competency refers to the skills needed to promote and facilitate decisions, change, and solutions to ensure the campus nurtures an environment conducive of learning. It has been my experience in the district and in the campuses that many changes and decisions are made after analyzing data. Data comes from campus and district level assessments, state assessment, and surveys requesting parents, teachers, community, and students' opinion to assess the schools' needs. Following the analysis of the data collected, as a future school leader, I would bring all stakeholders together in an effort to address concerns and collectively come up with possible solutions and ideas for change. Team building will be involved with the school community because parents, teachers, business representatives, and community members will all be involved in the decisions made through the SDMC. I am at a comfortable level with this competency because I currently contribute to data analysis that leads to decision-making, change, and problem solving.

Domain III: Administrative Leadership Competency 008 The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. This competency relates to the management of the school as an institution. As I reflect on this competency, the only component that I have not had too much experience with is the budget. In a conversation with my internship supervisor and professor, I was informed that every district implements different codes and budget structures. Although knowing this reduces my concern with not being too experienced with budget related issues, I am still looking forward to becoming more involved in the budget process during future opportunities in an administrative role. A component of this competency that I am very familiar with is the use of technology to enhance campus management. I have use Drop Box at the district level to share and access at any time anywhere. At the district level, presentations to facilitate Professional Development have been saved in this virtual file. At the campus level, I have seen administrators request that teachers

Apolinaria C. Cornejo

Pearland Cohort

EDUC 6331

create a Drop Box account to store documents such as class schedules. Administrators can access these at any time as they plan and manage class observations, special events, etc. Online grade books allow administrators, parents, and teachers access to student progress. As a 21st century future administrator in an educational environment leading to globalization, the use of technology to enhance school management will be a must.

Competency 009 The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. Everyone must contribute to a safe environment conducive of learning because the safety of our students is high on the priorities list. Reflecting on this competency brings to mind the many tragic events that have taken place at several schools across the nation the last few years. Many situations are not avoidable, but we all must know what actions to take and how to response in crisis. Many schools conduct drills and mock situation scenarios on a monthly basis to practice and prepare for situations like a fire, lockdowns, shelter-in-place, etc. Beyond the major possible disruptions, to ensure a smooth flow of the instructional school day, schools must have systems in place. During my internship, I collaborated in a school that had several major construction projects going on during the instructional day. Although there were construction workers, electricians, contract personnel, etc., it was gratifying to know that everyone was on the lookout for safety. Only the constructions workers and relevant school employees had access to the constructions sights. Safety equipment had to be worn while at the construction sights. Everyone was more vigilant of adults in the campus by ensuring that they had district badges or visitors badges on. Everyone was expected to redirect anyone without a badge to the office to sign in to receive the necessary badge. Construction is still not over and everyone continues to follow established guidelines for the safety of all stakeholders.