SUMMATIVE ASSESSMENT

1. SUMMATIVE ASSESSMENT Vickie Joe Davidson Rockdale Cohort, GSU, 2008 for Practicum InternshipEPEL 7680

2. GLISI The 8 Roles of School Leaders PowerPoint presented as follows: Slide 1a:GLISI Role and description * Coursework (classes) * Key Internship Experiences Slide 1b:My personal beliefs, reflection, and/or performance assessment as it relates to each role

3. COURSEWORK: School Profile Study Compared School Goals of several local schools Reading of Classroom Textbooks Explanations of a leaders role in managing a school system by several Educational leaders serving as AP, Principal, and Program Director’s. INTERNSHIP: Observed the interview process Assisted in the interview process at several Teacher Job Fairs Conducted GTOI observations and classroom observations Participated in a school’s After Action Review of piloted “at risk” Reading Program Performance Leader Demonstrates the ability to strategically plan, organize, measure, monitor, and manage school systems and processes necessary to improve student achievement.

4. As a Performance Leader, I believe that the number one indicator of a students’ successful academic growth and achievement is the “teacher”. Therefore, hiring quality teachers who love to work with children should be the number one goal of a Performance Leader. They should also be brave enough to confront ineffective practices. I received my first “training” in the hiring process during several county-wide Job Fairs. It was one of my most interesting experiences during my internship. I found my selection in line with the Principal responsible making the decision. I was allowed to conduct classroom walk-throughs to ensure identified curriculum was aligned with the implemented curriculum. I had little exposure in assignment of teacher teams, developing processes for monitoring and managing achievement of goals, and linking individual and organizational goals, performance, and results.

5. COURSEWORK: Classroom discussions by actual Principal's and other leaders in the day-to-day functioning of a school Case studies Research paper on substitutes and their effects on the school budget INTERNSHIP: Car rider duties -- Elementary School Bus duties – Middle School Lunch duties Monitoring grade level assemblies and school-wide functions Pre-school registration Operations Leader Demonstrates the ability to effectively and efficiently organize resources, processes, and systems to support teaching and learning.

6. As an Operations Leader, I believe the major emphasis of an Operations Leader is to provide the support and resources which enable a teacher to teach and students to learn. An Operations Leader needs to go out of their way to get teachers what they need and brave enough to effectively handle discipline issues which assist teachers in controlling the learning environment. I felt more comfortable and at ease within the role of Operations Leader as I was able to directly interact with students, parents, teachers, and staff. Many of these functions were also familiar to me. I gained knowledge of the day-to-day operations of an Elementary School, an environment in which I had little to no exposure / experience. I lack understanding of budget development and aligning resources with school-wide instructional priorities.

7. COURSEWORK: School Profile on a local middle school Review of case studies Classroom discussions regarding programs implemented to address identified weaknesses Critique of 5 school district websites INTERNSHIP: Analyzed student data / test scores for the purposes of identifying “at risk” students Reviewed ITBS test scores on my own children; which led to altering plans to address identified weaknesses Review of several school improvement plans Data Analysis Leader Demonstrates the ability to lead teams to analyze multiple sources of data to identify improvement needs, symptoms, and root causes

8. As a Data Analysis Leader, I believe that all children can and do learn and that each child has their own special and unique talents which guide them throughout their lives. This “desire” will drive them into becoming what they chose to become, despite any mandated achievement scores governed by our society. I also believe that “data” assimilated by governments in regards to individual achievement may actually hinder a child’s possible future achievement for low scores could negatively effect a child’s future goals, hopes, and dreams; testing does not make one smarter; and that “competition” in schools world-wide could be negative in regards to a student’s personal achievement. A student’s “achievement scores” should be utilized to assist “that” student in identifying their weaknesses for the sole purpose of helping that student become more successful. Discovered school’s which did not meet “AYP”, actually progressed during the year.

9. COURSEWORK: Observation of interaction among stakeholder groups during district level board meetings Evaluated data placed on a variety of school websites Classroom discussions: human resources, interviews, surveys, focus groups Class readings Journal Article critiques INTERNSHIP: Planned and organized events for a Home school Group in Walton County for: ARC training, INK, Sparkles, Jump Zone Observation of the interaction between School staff and parents School Council meetings Reviewed school newsletters, brochures, and survey’s Relationship Leader Demonstrates the ability to identify and develop relationships among customer and stakeholder groups and communicate school goals and priorities focused on student learning.

10. As a Relationship Leader, I believe that everyone has the right to be treated with dignity and respect … period. A Relationship Leader must be willing to expect and accept criticism; recognize that they are human and will make mistakes; and be humble enough to address those mistakes as early as possible. A Relationship Leader should encourage and promote parental participation within their schools. Was able to review a variety of communication strategies utilized in several schools to communicate school priorities to the public: school newsletters, webpage's, brochures, survey’s, and attendance of school council meetings . As I am not a “social butterfly”, this area of weakness will hopefully grow with daily exposure and experience. I enjoyed learning, through observation, of many interactions between school leaders and stakeholders.

11. COURSEWORK: Personal curriculum study on the Modern Red SchoolHouse Curriculum study presentations by peers Educational leadership article reviews on curriculum, instruction, and assessment Read 3 University textbooks directly related to curriculum INTERNSHIP: Introduced to a variety of curricula Implemented a Direct Instruction approach in a classroom Developed criteria & assessment for Home school Fair, spanning grades Pre-K – 12 School improvement Plan participant Curriculum, Assessment & Instruction Leader Demonstrates the ability to implement a systems approach to instruction in a standards-based environment by leading collaborative efforts to prioritize curriculum, develop aligned assessments, and plan instruction to improve student achievement.

12. As a Curriculum, Assessment & Instruction Leader, I believe that early intervention and priority of the curriculum, instruction and assessment must begin at the Pre-school level if we want all students to be successful. Additionally, a Curriculum, Assessment, and Instruction Leader should ensure that teachers understand the prioritized curriculum and allow time for teachers to collaboratively plan and examine instruction. It saddened me to see the ratio of students to teachers in the lower level grades during my internship experience. I believe this is a grave mistake on the part of our educational system. I lack understanding of the “big picture” in this role. I have yet to grasp how a Leader ensures that the alignment of the prioritized curriculum and it’s many focused curriculum is developed based on NCLB and Georgia’s Performance Standards and their redress on periodic benchmarks and national assessments.

13. COURSEWORK: Article journal responses and critiques Classroom textbook readings Classroom Case Studies and discussions INTERNSHIP: Participation in an Elementary School’s GAPSS Review Participation in implementing an improvement plan for “at risk” 3rd graders on the upcoming CRCT Process Improvement Leader Demonstrates the ability to identify and map core processes and results to create action plans designed to improve student achievement.

14. As a Process Improvement Leader, I believe that it is important to identify strengths and weaknesses in order for growth to occur. I also believe one should focus on improving areas in which one can control. Anything else is a waste of time. Participation in a school’s GAPSS review was the best experience I had in grasping the role of Process Improvement Leader. During this review, the school’s strength’s and weaknesses were identified and changes were made in the school’s improvement plan which reflected the results of the review. Additional exposure in how a school conducts action research to study instructional programs and practices would be beneficial to me for growth in this leader role.

15. COURSEWORK: Classroom discussions on successful implementation of change Textbook and journal readings which demonstrated successful change implementation Research PowerPoint project on Downey’s Three Minute Classroom Walk-throughs INTERNSHIP: Observed strategies developed in improving reading at an elementary school Assisted in developing changes to improve two reading intervention programs Observation of school wide use of the new GPS implementation and Learning Focus School’s program Change Leader Demonstrates the ability to drive and sustain change in a collegial environment focused on continuous improvement in student achievement.

16. As a Change Leader, I believe that change is hard on everyone. Each person reacts in their own way to change in their own time. A Change Leader must recognize this and model enthusiasm and encouragement as needed and allow time for change to be accepted and occur. I believe that any change made in a school environment should be made if that change will directly and positively effect student growth and behavior or assist teachers in supporting student learning. I may find it difficult as a Change Leader to build “buy-in” from staff and community for a change implementation that I do not support or agree with.

17. COURSEWORK: Classroom discussions on developing leaders within a school, creating collaboration between teachers, and designing effective professional development Classroom textbook readings Completed and reviewed a survey on professional development INTERNSHIP: Modeled continuous learning – ARC leaders course; First Aid, CPR, & AED training; working towards add-on in Educational Leadership Planned babysitters course training for home schooled students Trained parents of homeschoolers on assessment of Geography and Science Fair Applies proven, systematic processes for improvement through analyzing human performance; planning for improvements; and designing, developing and supporting implementation of solutions to close performance gaps. This leader helps individuals make full use of their strengths toward personal and organizational goals and works to create a collaborative teaching and learning organization which develops leaders at all levels. Learning & Performance Development Leader

18. As a Learning & Performance Development Leader, I believe that whatever you think about learning, those around you (students, teachers, parents) can believe the same. I also believe that most teachers want to learn the things that allow them to change, grow and take risks to help their students … and that a Learning and Performance Development Leaders role is to create an environment for teachers to do just that. I have modeled continuous learning throughout my life. Learning is a daily adventure in which I enjoy. I also understand that people “learn” at different levels and at different speeds; but most importantly, learning should be joyful! Providing effective and needed professional development is an important role of a Learning and Performance Development Leader. With this said, I still question and am unclear of how school’s decide on what professionals need to learn.

19. Other personal reflection ofLearning and Leaders I believe that every teacher and every classroom should be good enough for my own children or I need to do “something” to make it that way. I believe that education is a “right” and that students should be able to learn and grow without fear of judgment and ridicule, or pressures to perform outside their individual abilities. I believe that a leader should encompass high morals and should live a life that reflects those principals. A leader should be compassionate enough to understand, yet brave enough to confront. With every decision made … a leader should be able to “sleep” at night. I believe that leaders should take the time to express gratitude, encouragement, admiration and respect to professional teachers who work hard each and every day and should do what is necessary to confront ineffective practices or teachers for the sake of students.