Competency 1

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.

Vision and Campus Culture

Competency 1

THROUGHOUT THE PROCESS OF

MY ADMINISTRATION INTERNSHIP
AND ACTION RESEARCH, I
learned that the MISSION AND
vision is PARAMOUNT TO THE
CAMPUS CULTURE AND critical
to the Needs of students and
all CAMPUS stakeholders.
The experience of
collaboration and decision
making empowered me with
the tools necessary for
personal and professional
growth.

Strategic Planning
Competency 1

While working closely with the

campus improvement team, I had a
distinct opportunity to observe
and suggest ideas for innovative
change. For example, As we
Reviewed the integration of
Technology to enhance student
success through the analysis of
data, there was a degree of
collaboration that encouraged
stakeholders to engage in the
planning, development,
implementation, and evaluation of
campus initiatives. I learned that
administrative leadership and
support was a critical component
to this decision making process.

Collection of data
Competency 1

Examining accountability
standards from a different
perspective, I Reviewed the ways in
which assessment data is analyzed
and used by the school board,
superintendent, faculty, and
staff. As I was able to observe a
principals meeting as well
several school board meetings, my
perception about the role of
school officials and their
influence on the educational
processes would begin with a
reflection on the protocol and
the strategies that underscore
the demands of accountability
standards.

Collaborative Decision
Making
Competency 1

Observed several site-based or

campus improvement meetings
where the Principal
established the tone for
collaborative decision making.
Recorded my Observations and
made recommendations
regarding administrative
functions in defining goals
and modeling problem solving
initiatives. In the process of
gathering information, making
recommendations, and
analyzing the data, this
experience was another
example of a collegial
environment where decision
making is shared.

Competency 2
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.

Community/Public
Relations
Competency 2

As a campus improvement
team member, I Assisted in
the preparation of a
written communication
to invite Spanishspeaking parents to
attend an informational
program in an effort to
engage and mobilize key
stakeholders of the
school community.

Effective Communication
Competency 2

In an effort to develop a
mentoring program on
campus, I COLLABORATED
WITH THE PRINCIPAL,
DISTRICT MENTOR
FACILITATOR, AND OTHER
STAKEHOLDERS ABOUT A
MALE INITIATIVE TO
TRAINAND DEVELOP YOUNG
MEN TO BECOME MENTORS.

Parent Involvement
Competency 2
Observed a meeting of the
CAMPUS IMPROVEMENT
committee MEMBERS. We
began by assessing the
role of parents in the
decision making process.
Several recommendations
Were made to plan an
informational meeting to
increase the presence
and effectiveness of
Spanish-speaking parents
as to roles in their
childrens lives within
the school community.

Climate for Cultural

Diversity
Competency 2

Examined, analyzed, and

evaluated our diverse student
population in a research
assignment. with regard to
the demographic shift, our
climate must be inclusive and
multicultural with respect
to race, ethnicity, and
socioeconomic differences. I
believe the allocating of
resources that address the
heritage and cultural values
of our dynamic and diverse
population is essential to
school improvement..

Community/Business Involvement and

Partnerships
Competency 2

Throughout this process, Ive observed

the significant role of community and
business partnerships. Witnessing
mentors from various businesses and
backgrounds coming into the school to
offer support and to encourage
student growth, participation, and
achievement. Has been enlightening.
Each year various social and
professional agencies advertise their
products and services to the general
student body and families. Food
donations and other resources
provided are commonplace at our
school. A recent visit to a private
school revealed an exclusive
partnership with apple providing
computers to students and staff.

Competency 3
The principal knows how to
act with integrity, fairness,
and in an ethical and legal
manner.

Position Goals and Requirements

Competency 3
Reviewed a copy of the job descriptions
and evaluation instruments used for
teacher growth and professional
development. I Analyzed the
correlation between the requirements
listed in the job description and the
performance standards of the
evaluation criteria to ascertain the
basic components of teacher
evaluations by administrators. Another
factor reviewed is how streamlining
the overall process has led to more
innovative approaches to data
gathering and analysis. .

Ethics
Competency 3
Ethics is at the core of best practices ,
personnel behavior, and school
culture. School leadership underscore
the values and principles that define
sound ethical and professional
decision making objectives.
As I Met with campus improvement team
members to discuss school initiatives
and strategies, References to
perspectives on ethical/unethical
behaviors were embedded in the
planning and implementation phases.
While collaborating with my
colleagues, there was a real sense of
ethical standards within the school
change framework.

Competency 4

The principal knows how

to facilitate the design
and implementation of
curricula and strategic
plans that enhance
teaching and learning;
ensure alignment of
curriculum, instruction,
resources, and
assessment; and promote
the use of varied
assessments to measure
student performance.

Analyzing the Curriculum

Competency 4

Met with the campus leadership team

regarding the implementation of a
district school curriculum, describing
the implementation process and
documenting successes, concerns,
and/or problems with its proper
alignment. As an observant, I heard
feedback on the process evaluations,
the recommendations for curriculum
alignment, and measures for student
assessment.

Supervision of
Instruction/Instructional Strategy
Competency 4
Ive had the opportunity to collaborate
with department heads and teachers in
curriculum and instruction training
sessions. We spent several days
perusing through various learning
objectives with the intent of aligning
TEKS with Instructional goals and
objectives. I Observed and participated
in this cumbersome process and made
recommendations based on teacher
feedback and my own experiences
differentiating instruction to meet the
needs of diverse learners.

Federal Programs Administration

Competency 4

I have worked with professionals

responsible for the Gifted and
Talented, At-Risk programs, English as a
second language (ESL) and other special
needs programs. While there are
similarities and differences in the
goals, processes and issues campus
stakeholders are confronting, the one
common denominator appears to be
resources or the lack thereof. in my
classroom experience, there is a
critical shortage of specialists
devoted to implementing strategies and
accommodations.

Competency 5

The principal knows how to

advocate, nurture, and
sustain an instructional
program and a campus
culture that is conducive to
student learning and staff
professional

Learning Technology
Competency 5

Other than some training and

instructional strategies used in the
classroom, my focus on learning
technology has been action research on
the effective use of education
technology to enhance the learning of
special needs students. While my
findings suggest that increased use of
technology is widespread and
contributes to enhanced learning, the
level of competency, training, and
support correlate to frequency of use.

Evaluation of Student
Achievement/Testing
Competency 5

I Gathered and analyzed the

district/school and STAAR results from
2013. As I Assessed the current
strengths and weaknesses in student
achievement data, it was quite evident
that many of our students are not
meeting the rigorous standard set
forth by STAAr. Working with our
testing coordinator and campus
administrator, we perform formative
assessment analyses and review data to
ascertain the quality of test questions.

Student Discipline
Competency 5

Reviewed discipline referrals for a

specific period and compiled the data
with regard to grade level, special
education classification, race, and
gender. Although I did not have an
opportunity to work referrals from an
administrative viewpoint, student
discipline is an ongoing process at many
different levels. Within the classroom,
however, consistent monitoring and
documenting of behavior issues is
necessary in establishing school
protocol and student compliance.

Competency 6
The principal knows how to
implement a staff evaluation
and development system to
improve the performance of
all staff members, select and
implement appropriate models
for supervision and staff
development, and apply the
legal requirements for
personnel management.

Staff Development/Adult Learning

Competency 6

Observed training modules and

participated in various staff
development opportunities for test
preparation, differentiated
instruction, and technology.
Collaborated with an trained
facilitator in a staff development
activity to learn about Google Docs to
include planning, implementation,
instruction, and evaluation.

Personnel Procedures
Competency 6

Participated in a district job fair with

the opportunity to conduct interviews
for history and social studies
positions. Participants were given a
special template in order to streamline
and expedite the overall process. The
review of resumes preceded the
interview and while no applicants were
hired at the fair, the interview team was
engaged in discussions to categorize or
rank the potential hires qualitatively.

Competency 7
The principal knows how to
apply organizational, decisionmaking, and problem-solving
skills to ensure an effective
learning environment.

Change Process
Competency 7

As with many campus improvement or

site-based committee members, the
goals/objectives of establishing
protocol or school policy is a constant.
I have Met with team leaders,
administrators, and other
stakeholders engaged in implementing a
school change policy(i.e.electronic
devices). Upon examining the reasons
for change and what steps were taken
to make the change, I supported the
recommendation that a survey was
necessary to assess the support or nonsupport for a change of the electronic
policy.

Student Services
Competency 7

Planning to participate in a Challenge

Day activity. The school counselors
organized a committee to help
facilitate a program designed for the
development and leadership training
for students. I elected to serve on the
registration committee where
students, staff, parents, and other
volunteers will register to participate
in a day long activity.

Competency 8
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.

School Operations and Policies

Competency 8

My experience with school operations

and the utilization of resources
occurred when shadowing
administrators at three public high
schools and a private parochial school.
I found out more about the effective
utilization of personnel and the
importance of management (e.g. budgets,
technology, finances). As there are
more similarities than differences on
how these institutions operate, a
distinct contrast lies within the
conceptual framework of its mission.

School Operations and Policies

Competency 8

I observed campus budgeting

discussions during a campus leadership
meeting. For all intensive purposes, I
believe that much of the collaboration
happens between the principal and
district officials. While the feedback
of assistants, department heads, and
other school stakeholders is critical,
how the resources are allocated is
primarily reserved for the leader of
the campus with approval at the
district level.

Competency 9
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.

Facility and Maintenance

Administration Safety and Security
Competency 9

Participated in Crisis Team Management

Team meeting and development of a
Crisis Management Plan; documenting
responsibilities of the team and the
plan. Worked with the assistant
principal to develop a comprehensive
plan for dealing with any crisis. Other
than the distribution of emergency
folders for evacuations and shelter-inplace procedures, we were never able to
complete the checklist to ensure a safe
and secure campus.

Student Transportation
Competency 9

I had no encounters with bus discipline

or referrals. Other than duty
assignments at the bus ramp, there were
not any incidents that I was made aware
of regarding student behavior with the
school transportation system. As it is
with school disciplinary policy,
students are expected to govern
themselves according to a strict bus
transportation policy and noncompliance could result in the
suspension from bus riding privileges.