Completed maters in Education Administration graduated August 2014.

Current job Region ESC5
350 Pine Street
Beaumont, TX

Distance Learning Spanish I and II teacher.

finished the ILD on line thru region 13

Yesterday I submitted the black board scholarly assignment. I finished the ILD on line thru region 13. I have 2 classes left... Just two.
This week since their is no class assigned I will finish and complete my Log summary report and I will also check my research inquiry paper i began at the beginning of the program.

I also wanted to share that working on my masters has not been so hard. I think I may play with the idea of applying to the doctorate program.!!!! It could happen.  I think i will start reading dissertations to see how hard it is....

Researched Based Best Practices for Successful Leadership Development

Dolores Duhon

Lamar University

Researched Based Best Practices for Successful Leadership Development

Instructional leadership development is a broad topic with a plethora of information for leaders who wants to continue to find improvement for the success of all students. Instructional leadership  can be as simple as having an instructional conversation at the classroom door before the bell rings or as structured and formal as attending a formal instructional class for PDAS. The end result from the simplest to the most formal leadership development is the overall success of the students. Instructional leadership can come in many forms research shows that some of the most important forms involves a commitment to professional development as  critical part of the school improvement process, reflection, and the overall study of the teaching and learning process.  

Leaders, teachers, and the school community must make a commitment to professional development as a critical part of the school improvement process. Recommendation number 3 made by the Legislative Budget Board states, 

“Legislature should require through statue that all districts adopt a curriculum management board policy that addresses curriculum review, revision, alignment efforts, written curriculum guides, and related professional development according to a  schedule in annual District Improvement Plans and Campus Improvement Plans” (Legislative Budget Board, 2005).

If the recommendation is followed it would make professional development a requirement and make Professional development not just a moral duty but part of policy and law. The Legislature understand that with out professional development for all stake holders involved the problem of aligning curriculum to the rigor the state expects is lost. With the baking of the Legislature a commitment to professional development would become a a critical part of the school improvement plan and not just a commitment with no backing. This would be the catalyst to a true legal binding commitment to professional development. It is important to remember that Commitment to professional development is one of the most important pieces of the never ending list administrators must piece together for the overall success for all students. If the legislature sees this as an important piece and is making a recommendation towards making it legislation then it must be one of the best practices relating to instructional leadership. 

Until we can have actual legislation in place making a commitment to, instructional leadership development, binding we must take action into our own hands. Valuing improvement by providing time for improvement should a be priority. Leaders who make a commitment to instructional leadership development engage in meaningful improvement in their schools, empower their teachers to willingly and collectively participate in improvement, broaden the definition of performance indicators, and understand the skills and tools necessary to lead effective change (Harris, Edmondson, & Combs, 2010). Dr. Leanaa Issacson and H. Lynn Eriskson (2007), list 11 ideas for the principal to support Concept-based curriculum and Instruction. They claim that these suggestions can smooth the implementation of concept-based curricula and instructional programs. The list includes:

Set of community of learners climate.

Listen to what teachers have to say about their needs in implementing the    curriculum.

Allocate and direct funds to support implementation needs.

Verbally, and by action express support for curriculum. 

Brainstorm and discuss with the teachers what the concept-based classroom will look like.

Identify staff members and/or central office coordinators who can assist you and and your teachers with smooth ongoing implementation.

Plan ways for teachers to support each other in understanding the implementing the curriculum model.

Allow time for grade level/department/team meetings in the building to reflect on implementation successes and “opportunities.”

9.  Support implementation by asking teachers questions handout their lesson or   unit in pre- or post conferences.

10. Provide weekly bulletins detailing what you see positive and what you plan to see in the future. 

11. Inform the community in varies ways (Erickson, 2007).

As instructions leaders adding these suggestions to your own list of establishing best researched based instructional leadership development can facilities your success. If implemented the eleven strategies are a sure way to receive a committee for instructional leadership development campus wide (Erickson, 2007). 

To be successful in instructional leadership development as educators we must get into the habit of reflection. A school must adopt a a culture where staff has continual learning and growth experiences and considers its planning as important as the reflection (Costa and Bena, 2000). Supervisors must reflect on learned material assess the possible outcomes and make choices that effect the overall school environment. Reflecting is a researched based best practice relating to instructional leadership development if time is allocated appropriately for the reflection to occurs. Leaders and teachers alike should reflect on student achievement data, study the results, identify areas of strengths and areas for growth, and develop plans to improve the teaching and leaning process (Clarke, Stow, Ruebling, & Kayona, 2006). 

The overall study of the teaching and learning process is part of the basic foundation and critical for instructional leadership development. A leader or supervisor must understand the dynamics of the teaching and learning process to successfully instruct the teacher in the instruction process. Instructional leaders must be able to articulate to their staff a clear rational for the curricula and the requirements of aligning the written, taught, and tested curricula (Clarke et al., 2006). Reflecting will allow the Leader and teacher to learn and apply meaning to what is learned. Learner centered practices in higher education are defined by factors identified thru assessments. All levels consider educators efforts to establish positive personnel relationships, honor students’ ideas and opinions, facilitate higher order thinking skill, and address students’ individual needs and beliefs (Pierce & Kalkman, 2003). Its important to understand the learning process and basic foundation to apply the appropriate staff development as leaders. 

Research based best-practices for instructional leadership development can take many forms. Research shows that some of the most important practices include a commitment to professional development, reflecting, and the overall study of of the teaching and learning process. It is essential to note that without a commitment to professional development from all educators the over all goal of student success cannot be attained. Instilling a commitment to professional development can be daunting task. Researched best practices help instructional leaders find convincing ways for teachers and staff to buy in and become part of the changes that need to happen for student success to be priority. 

References

Clarke, N. A., Stow, S., Ruebling, C., & Kayona, F. (2006). Developing standards-based curricula and assessments: Lessons from the field. The Clearing House, 79(6), 258-261.

Costa, L. & Bena Kallick. (2000, April) Getting onto the Habit of Reflection. Educational Leadership Association for Supervision and Curriculum Development. 60-62. 

Erickson, H. L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press. 

Harris, S., Edmondson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education, Inc.

Legislative Budget Board. (2005). Develop statewide curriculum guides and increase local accountability of curriculum management (Texas School Performance Review). Retrieved March 8, 2008, from Legislative Budget Board website via http:// www.lbb.state.tx.us/Perf_Rvw_PubEd/White_Papers/StatewideCurriculumGuides.pdf 

Pierce, J. W., & Kalkman, D. L. (2003). Applying learner-centered principles in teacher education. Theory into Practice, 42(2), 127-132.

professional development plan 9/27/2013

Week 5 Assignment 1, Part 3: Draft Professional Development Plan (20 points)
Due Week 5

Directions:

1. Complete a Draft Three-year Professional Development Plan. Feel free to utilize as much space as needed.  Refer to page 133 of your School Leader Internship text (3^rd edition) for  guidance.  (page123 in the 2^nd edition.)
2. Include specific information under each of the three to five goals/objectives of your plan, (you may not have all the specifics now) about who will serve as mentor, books to read, training sessions to attend, committees to serve on, as well as a focus on a skill or knowledge area while at work.  Include the dates, or estimated timelines, you plan to work on each goal and anticipated completion date.  Also include an evaluative statement that will signal completion of goal.  For example, one goal could be to learn how to develop a master schedule.  Your evaluative statement would be that I have developed a workable master schedule.
3. Upload the Draft Professional Development Plan into the course.
4. Upload the Draft Professional Development Plan to Tk20

Future Professional Development Plan---

I currently have a loose outline of a professional development plan. I have reviewed the Educational Leadership Policy Standards: ISLLC 2008.

These standards represent the broad, high-priority themes that education leaders must address in order to promote the success of every student.

These six standards call for:

1. Setting a widely shared vision for learning;

2. Developing a school culture and instructional program conducive to student learning and staff professional growth;

3. Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment;

4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources;

5. Acting with integrity, fairness, and in an ethical manner; and

6. Understanding, responding to, and influencing the political, social, legal, and cultural contexts.

My current mentor, who I work with on a daily basis, is Mr. Lupton, Assistant Principal of Memorial High School. I also have a second mentor Dr. Mitchell, Head Principal of Memorial High School. I work with Dr. Mitchell when I have questions that Mr. Lupton cannot answer.

I have completed 150 hours of internship time recorded in Summary Log but I still have not completed all 38 standards. I have several to complete. Two of my priority goals were to complete my Research Inquiry project and paper. I have completed this task and written my report as of this September 2013. I have turned in the Research Inquiry Paper with my resources and titles of the scholarly works I used to collect my data. Some of the works are listed below:

2010 Census Summary File 1—Bridge City city[machine-readable data files]/prepared by the U.S. Census Bureau,                  2011. Retrieved from: http://www.census.gov/2010census/data/

Dana, N.F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher.

Thousand Oaks, CA: Corwin Press.

Eagle, Eva. (1989) Socioeconomic status, family structure, and parental involvement: The

                correlates of achievement. Paper presented at the annual meeting of the American

Educational Research Association (San Francisco, CA, March 27-31, 1989).

Epstein, J.L. (1987) Parent involvement: What research says to administrators. Education and

                Urban Society, 19(2), 119-137).

Henderson, A. T., & Berla, N. (Eds.). (1994). A new generation of evidence: The family is  

critical to student achievement (A report from the National Committee for citizens in

education). Washington, DC: Center for Law and Education.

National Coalition for Parent Involvement for Education/Public Education Network. (n.d.) NCLB  

action briefs: Adequate yearly progress (AYP). Washington, DC: Public Education

Network. Retrieved January 22, 2009, from:

http://www.publiceducation.org/portals/nclb/ayp/index.asp.No Child Left Behind - ED.gov - U.S. Department of Education. Retrieved from: http://www2.ed.gov/policy/policy-               by-program.html

Payne, Ruby. (2001). A framework for understanding poverty. Highlands, Texas: aha!

Process, Inc.

Peña, Delores C. (2000). Parent involvement: Influencing factors and implications. The journal

of educational research. [Vol. 94(No.1)]

Tileston, Donna W., & Sandra K. Darling. (2008). Why culture counts: teaching children of

 poverty. Bloomington, IN: Solution Tree Press, ISBN: 9781934009246

Whitaker, Todd. (2004) What great teachers do differently: 14 things that matter most. Eye on

                Education, Inc. Larchmont, NY.

Some of my weaknesses getting to this point were my familiarity with APA style. I still am still not as proficient as I would like to be. My Research Inquiry started in December 2012 and I completed all my Parent meetings and Parent sessions including the smaller intimate parent meetings by May 2013. I recorded my results and was able to write my Research Inquiry with the help and guidance during Internship for Supervisor class 5397. With this project I was able to practice all 6 skills listed under the Educational Leadership Policy Standards: ISLLC 2008.

Currently I still have 5 classes left thru Lamar University to earn my Master of Educational Leadership degree. I believe that I will use my new campus, Memorial High School, as a starting point to practice these skills on a smaller level. The future committee I would like to be part of is the School Improvement Plan. I would like to become part of a Committee that can change and shape school culture and create ties with the community and school. I plan to be part of the Committee for the upcoming school year 2014-2015.  I was able to attend the summer in-service covering the Needs Assessment report from the previous year. Teachers here evaluated the Report and discussed adopting a new mission statements and school vision.

scholary journal Eagle, Eva (part of my reserach and data collection)

Eva Eagle conducted a study with five parts over the background of students and home life. One of the five parts involved looking at parent and student involvement. The following was part of her findings.  

Eagle, Eva. Socioeconomic Status, Family Structure, and Parental

Involvement: The Correlates of Achievement. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).

“Parental involvement in students' education was especially related to educational attainment. Students whose parents read to them frequently during childhood had higher levels of attainment by 1986: 21% among those with daily reading experiences compared to 14%among those with rare reading experiences.13Similarly, students who reported having a special place to study during high school were more likely to have enrolled in postsecondary education and to have completed four-year degrees. Most consistently related to educational attainment was parental involvement during high school. Figure 2 compares the educational attainment of students who experienced various levels of parental involvement during high school. Fully 80% of those whose parents were highly involved had enrolled in some form of postsecondary education by 1986, and 27% had received four-year degrees. In contrast, 57%of those with low involvement parents had enrolled and only eight percent had received degrees.”

what effective action research needs... (Dana, 2009)

Providing background information – This will state why I did the project what led me to the question and why it is important.

Sharing the Design of the Inquiry (Prodecdures, Data Collection, and Data Analysis) to show that I conducted the research in a systematic, intentional way.

Stating the Learning and Supporting the Statements with Data- The audieance becomes ready to understand my findings over my question. I build an argument to support my findings by providing data to support my findings. Dana claims that it is important to share the negative over your research inquiry questions so that we do not paint a picture that is unrealistic. (2009)

Providing Concluding Thoughs- will give the reader the answer to the intitial question. Often the concluding thoughts generate additional questions and further areas for inquiry.

half way thru

Other time spent tranlating letters, fylers home, and school information.

4 hours tranlsating and creating Spanish school supply lists for grade prek, k, 1st, and 2nd.
1 hour creating a Distict session title in Spanish