Revised Intern Plan

Activity # ____ You may give the number corresponding to the 38 activities from the text to identify one of the activities. Make as many cells as necessary to address all 38 leadership skill areas.	TExES comp.#___ You must have activities that represent each of the 10 Superintendent competencies.	Summary of Activity - Describe the activity you plan on implementing or participating in during your internship – you may use any of the internship activities identified in the School Leader Internship, 2nd edition, pp. 19 – 68.	Resource  Person	Projected Date to be Completed
1c	2	Review the district vision of two separate districts, one urban poor and the other suburban, middle-class.  Note strengths and weaknesses of each, and make recommendations.	District web sites	October 1st, 2011
2e	2	Develop a strategic plan to ensure all educators understand how to use accommodations to increase student learning.	Lina Esquivel, Terri Moore, Dollie Mayeux	April 1st, 2011
3b	2	Review Board Policy regarding data collection, assessment, and evaluation.  Determine the degree to which the policies are being implemented.  Write a reflective statement describing ways to ensure compliance in this area.	E. Lalor	October 1st, 2011
4b	3	Write a letter to colleagues communicating newly released information from TEA.   Survey persons receiving the memo, obtain advice on its organization, clarity, and intent as well as any recommendations for improvement,	Central Office/Campus Leadership Colleagues	October 1st, 2011
5c	2	Utilizing a committee of district and campus leaders, revise current in-district procedures for ensuring the security of state-mandated assessments.  Use consensus building to guide the revision process.	Central Office,/Campus Leaders involved in state-mandated testing	December 1st, 2011
6a	2	Observe a team of district administrators deciding on how the district will count STAAR End of Course assessments as 15% of a student’s final grade in a course.	EOC Committee, E. Lalor	October 1st, 2011
7d	5	Interview individuals involved in implementing district curriculum.  Describe the implementation process, noting successes, concerns/problems with the process	D. Mayeux, T. Moore, Curriculum Program Directors, Instructional Specialists	December1st, 2011
8c	5	Meet with administrators responsible for schedule changes at the high school level.  Discuss the number of changes, rationale for changes, and ramifications of changes. Write a reflection examining ways to better meet student needs.	M. Epps J.Bollich	October 1st, 2011
9a	5	Interview a district-level instructional supervisor.  Assess current needs, goals, and level of service provided by the central office instructional staff.  Make recommendations.	M. Merrit	December 1st, 2011
10a	6	Reviewed methods to encourage motivation in the classroom.  Read two articles from refereed journals on motivation strategies, and discuss readings with selected administrators and faculty.	D. Mayeux, T. Moore, possibly principals	February 1st, 2012
11c	6	Interview persons responsible for assessing technology software.  Describe the process used.  Evaluate the process used, and discuss concerns and give recommendations for improvement	D. Lovinggood	January 1st, 2012
12b	6	Review the distribution of scores for the Algebra I EOC district assessments.  Devise, distribute, and collect a brief needs assessment related to the strengths and concerns of the testing procedures and grading policy used.	D. Mayeux, M. Merritt	February 1st, 2012
13a	5	Work collaboratively with one teacher in the planning and supervising of a co-curricular activity.  A critique of the learning experience will be written and included in the intern notebook.	Shane Goforth, Band Director at NSSH	February 1st, 2011
14b	7	Gather the yearly district staff development plan.  Analyze the plan with respect to the district mission, student achievement, and teacher evaluations.  Provide a copy or overview of the plan and it’s relationship to the above variables.	C. Murray, D. Mayeux	December 1st, 2011
15b	10	Meet with a current leader who changed the way the district communicated information to principals.  Find out why we moved from paper folders and multiple emails to online documents delivered monthly.  Following the meeting, survey several people affected by the change to assess the support or non-support for the change.	T. Moore, K. Wallace, D. Lovinggood	December 1st, 2011
16c	6	Review discipline referrals during the second six-week period of the first semester.  Compile the data to show grade level, special education status, race, and gender.  Report a summary of the findings and recommendations for improvements.	E. Lalor, S. Johnson	March 1st, 2012
17c	10	Interview a school nurse to discuss the major requirements, concerns, and goals for the health program.  Address issues such as AIDS, abuse, sex education, and any other current issues.	M. Epps	April 1st, 2012
18c	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 administrative secretary in duties agreeable with the secretary and administration for a set period of time.  Write a brief summary of the needs and demands of this position, along with any recommendations for improvement.	M. Flores	October 15th, 2011
19b	8	Meet with the district attendance officer.  Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school/district operations.  Write a brief summary.	E. Lalor, T. Wilson	November 15th, 2011
20b	9	Meet with the head custodian to review job responsibilities and schedules of staff.  Observe a custodian.  Write a brief report from the interview and observation stating the needs, concerns, and overall assessment of work performed.	J. Moore, M. Rideaux	October 15th, 2011
21c	9	Review the district policies for student transportation.  Evaluate the extent to which the district is in compliance.  Be sure to consider home-to-school, school-to-home, and co-curricular procedures.  Write a brief summary of your findings.	J. Moore	December 15th, 2011
22a	9	Interview the district food services manager to discuss the current requirements, concerns, and issues of the program.  Write a summary of the findings from the interview.	J. Moore, D. Eubanks	January 15th, 2012
23c	7	Gather information from two administrators on relevant and legal questioning/assessment strategies used in interviewing.  Compile a list of questions to be used in hiring teachers or administrators.	O. Garza, M. McKay	February 15th, 2012
24b	8	Complete a requisition for a service or supply item  from a budgeted account.  A copy of the requisition and a brief description of the path it follows for approval will be included in the intern notebook.	V. Chapra	February 15th, 2011
25b	3	Assist the person responsible for school district communications in the preparation of a written statement to be sent out to the public.  Include a copy of the communication.	J. Frey	October 1st, 2011
26c	3	Write a short proposal for increasing or improving parent involvement and attitude towards the school.  Provide a copy of the proposal.	S. Torres	December 15th, 2011
27b	3	Meet with the language arts program director and examine the literature used with regard to gender stereotyping.  Provide an analysis and recommendations.	S. Bush	January 15th, 2012
28g	3	Gather information on the resources available to the schools from community and business.  Analyze the extent of utilization, make recommendations for improved cooperation and mutual benefit.	C. Dubose, V. Johnson	March 15th, 2012
29a	4	Obtain a copy of the superintendent’s job description and evaluation instrument.  Analyze the correlation between the requirements listed in the job description and evaluation.  Provide an analysis.	K. Bundy	November 1st, 2011
30c	4	Review past board agendas, reports, and/or minutes.  Note significant events, policy changes, and reoccurring themes or concerns that affect the school district today.  Provide a summary.	K. Bundy	January 1st, 2011
31d	1	Following the completion of district test security procedures, consider the ethical beliefs that guided each of your actions.  Discuss these beliefs with others involved in the project.  Provide feedback and recommendations.	Test Security Revision Committee	December 1st, 2011
32a	1	Develop the following interpersonal skills: Acknowledges the accomplishments of others Avoids interrupting others while speaking Seeks to know and understand others Shares responsibilities	Self	May 1st, 2011
33c	4	Review the board training requirements and the role of the superintendent in this process.  Provide a summary of the requirements, process, and the superintendent’s role.	K. Bundy	January 1st, 2011
34f	5	Interview one professional with experience writing grants.  Review one grant, highlighting the requirements and procedures for writing and submitting the grant, and include it in the notebook.	S. Mathews	January 1st, 2011
35a	10	Using the assignment of grades to student EOC exams, meet with individuals whose opinions vary.  Ensure each side understands the goals of the opposing side.  Develop a list of concerns that each opposing side has about the other.  Devise a resolution that helps both sides achieve their goals.  Include a list of the goals, concerns, and consensus goals.	D. Mayeux, E. Lalor	October 15th, 2011
37c	8	Submit a brief professional development plan.  Include deficiencies cited in the internship in the various learning areas.  The plan should include ongoing development with the membership and service to pertinent organizations.	E. Lalor	May 1st, 2011
38a	8	Compile a list of books, publications, training manuals, and district or state procedures used or recommended for the superintendent.	Self	December 1st, 2011

Revised Vita

Nancy Webster

8607 Jackson Creek Bend Lane, Humble, Texas 77396| (281) 932-8413 | nwebster@galenaparkisd.com

EDUCATION

Lamar University, Beaumont, Texas

Superintendent Certification In Progress

University of Houston, Houston, Texas

Mid-Management Certification May, 2002

University of Houston, Houston, Texas

M.Ed. - Curriculum and Instruction May, 2001 

Louisiana State University, Baton Rouge, Louisiana

B.S. - Biochemistry, Minor - Chemistry May, 1996

CERTIFICATION AREAS

Superintendent Certification- In Progress

Mid Management

Secondary Science Composite

Administrative Experience

August 2009-Present  Director of Instructional Measurement and Accountability;  Galena Park Independent School District; Houston, Texas

o   Oversaw communication of information regarding STAAR (State of Texas Assessment of Academic Readiness) to ensure all key stakeholders understood the new assessment system as well as considered implications for their existing role

o   Drastically revised district test security procedures utilizing district and campus leaders to ensure all aspects of the plan complied with TEA policies as well as addressed local needs

o   Reported state and federal accountability ratings to school district leaders including the Board of Trustees

o   Used SPSS to analyze state-mandated assessment data and create reports which describe the data set

o   Worked with groups of district leaders to ensure low performing subgroups met state and federal expectations

o   Served as the District Testing Coordinator for the following standardized assessments: TAKS, TAKS-Accommodated, TAKS-Modified, TAKS-Alt, TAAS, TELPAS, state field tests, EOC, and assessment used for the identification of LEP and GT students

August 2006-August 2009  Coordinator of Student Assessment;  Humble Independent School District; Humble, Texas

o   Expanded the duties of my current position to include reporting state and federal accountability ratings

o   Used SPSS to analyze state-mandated assessment data and create reports which describe the data set

o   Problem-solved ways to ensure low performing subgroups met state and federal expectations

o   Served as the District Testing Coordinator for the following standardized assessments: TAKS, TAKS-Accommodated, TAKS-Modified, TAKS-Alt, TAAS, TELPAS, state field tests, EOC, and assessment used for the identification of LEP and GT students

o   Created online modules to more efficiently train test administrators and campus testing coordinators

o   Trained campus test coordinators on how to give state-mandated as well as GT/ELL identification assessments

o   Instructed campus and district professionals on the ARD Decision Making Process as well as the allowable accommodations on state-mandated assessments

o   Collaborated with our district IT professionals to prepare for online testing, create precoding files (used to populate student demographic information on state-mandated assessments), and populate a district assessment database in a maximally effective format

June 2002-August 2005          Academic Dean; Goose Creek Consolidated Independent School District, Robert E. Lee High School; Baytown, Texas

• Presented to the school board and community members the current state of the high school and described current and future student needs while participating in district rezoning and visioning committees
• Coordinated TAKS, TAAS, and SDAA testing for a campus of 2400+ students
• Evaluated program effectiveness using various sources of data (TAKS, TAAS, PEIMS, AEIS, AYP, Just for Kids) and ensured this data was used to make high-quality decisions about educational programs
• Managed the implementation of appropriate instructional programs and changes in curriculum to meet the needs of students taking state mandated tests
• Involved appropriate members of the faculty and staff in continual needs assessment of the Campus Improvement Plan
• Responsible for the development of the master schedule each school year and implemented a seven-period-day master schedule from a six-period-day master schedule
• Worked  with parents concerning student academic progress
• Hired highly-qualified educators to ensure staffing met the requirements of NCLB
• Worked with teachers in need of assistance to develop growth plans and documented adequate/inadequate growth towards growth plan goals
• Proposed and oversaw the usage of an off-site facility to reduce the effects of overcrowding and create a small learning community for the most at-risk incoming freshmen while managing overcrowding at Lee High School as the campus grew from 2000+ to over 2600 students
• Worked to create teams of students, parents, and community members to increase buy-in to the educational program for at risk students
• Oversaw the implementation of a district-wide program for students arriving in the district with little or no English
• Implemented sheltered instruction for ESL students in the areas of social studies, science, and math (the English program was already established)
• Implemented co-teaching for special education students to reduce the amount of time this group of students spent in non-inclusive classes
• Established an after school program allowing freshmen to recover credits lost in science, social studies, math, and/or English- this program was implemented to ensure a maximum number of students reached sophomore status in the face of district promotion standards requiring all freshmen to gain 5.5 credits in addition to passing all four core area courses in order to become sophomores 
• Oversaw the implementation of the AVID (Advancement Via Individual Determination) to ensure at risk students with individual determination were involved in a college preparatory program
• Implemented Read 180; a program set to increase a student’s reading instructional level

June 2002-July 2002  Principal; Goose Creek Consolidated Independent School District, High School Summer School; Baytown, Texas. 

• Prepared a budget to ensure educational goals were funded appropriately
• Hired all teachers
• Worked with curriculum coordinators and high school administrators to ensure student educational needs were met

June 2001-June 2002  Assistant Principal; Goose Creek Consolidated Independent School District, Baytown Junior High School; Baytown, Texas. 

• Coordinated the administration of the 2002 TAAS and benchmark tests
• Member of the GCCISD Science Vertical Team responsible for aligning the science curriculum for students as they progress from elementary school to high school
• Addressed instructional problems and concerns as a member of the Instructional Leadership Team during the 2000-2001 school year
• Resolved employee concerns concerning non-instructional issues at the campus and district level as a member of the Campus Action Committee and Employee Action Committee during the 1999-2000 and 2001-2002 school year
• Observed and evaluated a teacher’s ability to instruct and manage a classroom of students
• Counseled students with discipline problems
• Mediated conflict resolution between teachers, students, and parents
• Facilitated the development of campus guidelines for future events such as field trips

Professional Teaching Experience

August 1998-May 2001 Educator; Goose Creek Consolidated Independent School District, Robert E. Lee High School; Baytown, Texas. 

o   Created a TEKS-correlated pre-AP physics curriculum for GCCISD

o   Placed an importance on meeting the needs of all students regardless of gender, race, or academic ability

o   Taught AP and pre-AP physics to students increasing the population of pupils from 60 to 150 in one year

o   Created curriculum for Conceptual Physics, a new course added during the 2000-2001 school year

o   Awarded the Exxon Math and Science Teacher of the Year for GCCISD

o   Presented at the 1999 Association for Educational Communications and Technology National Convention in a round table discussion of “Female Friendly” Physics

o   Created an Academic Challenge Team for the GCCISD district

o   Sponsored UIL Science Team (1999-2001)

o   Academic Decathlon sponsor with a team member placing first in math

Other Professional Experiences

July 1996-August 1998 Research Technician; Baylor College of Medicine, Department of Neurosurgery; Houston, Texas.  Responsible for animal husbandry, procurement of laboratory supplies, repair and trouble shooting of equipment used in the laboratory, and other general lab maintenance duties. 

Jan.1993-May 1996    Mainframe Assistant; Systems Network Control Center, Louisiana State

University; Baton Rouge, Louisiana.  Student worker in a mainframe computer lab.  Answered Internet and programming questions for students.

Presentations

Texas Assessment Conference: December 2010

• Treading Troubled Waters Successfully- Tips for Meeting State and Federal assessment/Accountability Requirements

Texas Assessment Conference: December 2009

• Treading Troubled Waters Successfully- Tips for Training and Handling Secure Testing Materials

Association for Educational Communications and Technology National Convention: May 1999

·       Facilitated a round table discussion of “Female Friendly” Physics

                                                                                                                        

MEMBERSHIPS

ASCD – Association for Supervision and Curriculum Development

TSNAP – Texas Statewide Network of Assessment Professionals

BRATS- Bayou Region Association of Testing Specialists

Currently serving as BRATS director, August 2011 to present

AWARDS

Exxon Math and Science Teacher of the Year for GCCISD                                 May, 2008

              

Superintendent Interview

The superintendent interview was a well-timed learning activity for my professional growth.  Not only did it give me a reason to spend time with my new superintendent but, it gave me an opportunity to understand how a practitioner applies the superintendent competencies to ensure success for all students.

I interviewed Dr. Angi Williams, Interim Superintendent in Galena Park ISD.   She has been in this role for approximately two months and is building a reputation as a hand-on leader.  Her definition of learning was confirmed when speaking directly with her.  My colleagues and I have been encouraged to change our email signature to reflect the statement, “Leading, Learning, and Serving”.  It was no surprise when Dr. Williams stated that her role as the district leader was to lead through serving.  This sets a model for all other leaders to follow and the message is simple as well as easily conveyed. 

We spent a good deal of time talking about a vision.   Currently we have a mission in Galena Park ISD however; we do not have a clearly articulated vision.  Based upon our conversation during the interview, she is in the process of establishing a vision and she wants to guide the process so that a clear and concise vision is created and can be shared easily by all stakeholders in the education community.  This is a fantastic way to ensure the culture being shaped by Dr. Williams is easy to describe, understand, and apply.

Galena Park ISD has a reputation for serving a diverse student body with a high rate of success.  This organization is very focused on student success and demands excellence from its students as well as its staff.   Dr. Williams and I talked about how to sustain and improve our current rate of achievement.  We determined that a great deal of GPISD’s success was because we value work ethic throughout our organization and expect that our calculated efforts will result in student achievement.  It is important for a leader to recognize and reinforce the successful components of a culture that help the student body to thrive. 

Dr. Williams and I discussed the components of wide-ranging strategic planning especially, when it involves curriculum planning to drive successful student learning.  It was clear in our discussion that she has to rely upon experts in the curriculum department to guide her in this task.  Additionally, she has to implement systems to verify the strategic planning that occurs meets state and federal guidelines as well as ensures student success.  Dr. Williams stated that even though she delegated the task of curriculum planning to someone else, the responsibility of ensuring it happens, and that it meets the needs of our students, is ultimately hers.  The systems she puts in place will optimize her ability to communicate her goals, encourage action towards established goals, and monitor progress.

Lastly, we talked about problem-solving at the district level.  I shared with her that I had recently taken an exam in one of the Texas superintendent preparation manuals.  I told her that I missed several questions simply because I did not approach the question as a successful superintendent would.   I often failed to consider the importance of engaging the local businesses or the community to increase buy-in and/or understanding.  We also talked about how Dr. Neely, a former GPISD superintendent and Texas commissioner of education, changed the culture of GPISD.  One of the first things she did was to engage the community.  Because of Dr. Neely’s actions, the community as a whole changed how they regarded the district.  The community now recognizes the importance of the district and it is a source of pride for all of the individuals who reside within its boundaries.