ED 690/691 Educational Leadership Internship
Tom Jones, Principal, Suffield High School
Dr. Robert Lindgren, Dr. Richard Lindgren
ED 690/691 Richard Therrien Educational Leadership Internship
*** Note: In addition to these four specific areas, I will also continue to serve as 9-12 Science Curriculum Chair.
I) Curriculum & Instructional Implementation
NEASC Curriculum Chair
Rationale: To serve as NEASC Curriculum Chair of committee, coordinate collection and analysis of Suffield High School curriculum, learn and implement curriculum integration cross disciplines and levels.
School Need: The school will be going through accreditation in 2007. Previously, the district and school have focused on implementation of higher order thinking skills, as well as some beginning curriculum development. Since I have shown an interest in further examining the curriculum, it is a natural match to have me continue to coordinate our accreditation effort, as well as lead the analysis
Personal Need: Previously I have focused directly on the science department. Although I serve as a liaison with other subject curriculum chairs, as a potential leader it is important to focus on other areas as well. One purpose of this goal will be for me to effectively conduct a curriculum committee, since I know this is likely to be a common task in my future career. Another goal is to work on my written communication and presentation skills as a leader: producing documents and analyses that are well written, concise and easily useful.
Actions with Timing:
1) Finalize writing of curriculum committee self study draft in Summer 2005.
a) Lead kickoff meeting of 12 staff members for SHS curriculum committee Aug 30, 2005.
b) Hold monthly meetings of NEASC Curriculum committee:
c) Sep, Oct, Nov, and Dec: Finalize writing of 11-part curriculum self study document.
d) Jan, Mar, Apr, May: Finish self-study document and summary.
2) Collect needed curriculum documents:
a) Attend other department meetings in Dec, Jan, Feb, Mar, as needed.
b) Collect course syllabus, program guides, sample scope and sequences.
3) Lead analysis of curriculum:
a) Produce “curriculum map” to be analyzed and presented to faculty, showing subjects and alignments. Completion Date for April 2005.
b) Produce an outline analysis of the comparative curriculum in higher order thinking skills, and technology use.
4) Meet with other parties to provide input and analysis:
a) Meet with 9-12 principal to review curriculum work: (monthly)
b) Meet with K-12 Curriculum Coordinator to review curriculum work. (Bi monthly).
c) Meet with other 9-12 curricular chairs (monthly)
d) Other meetings as needed
The evaluation of having met this goal will come at the end of the process. One goal will to have the written NEASC self-study with analysis and summary approved by the whole staff. I also plan to ask the NEASC curriculum committee for written feedback, as well as have the principal, curriculum coordinator, and superintendent review my work.
II) Program: ITIP (Instructional Theory Into Practice) Study Group
Rationale: Professional development is a large component of any school leader’s responsibilities. Although I am experienced in science professional development I would like to focus on other disciplines as well. I plan to conduct a monthly Instructional Theory Into Practice Study Group for interested staff.
School Need: One goal in the school last year was to implement higher order thinking into the curriculum. Although the school has had many professional development opportunities over the years, there have been no ongoing groups. This is a school need in part because we have a large amount of new staff in our building that are used to getting ongoing reflective discussion about the art of teaching. There is also a sense that our meetings are focused on administrative matters, and some staff are frustrated by the lack of professionalism. A study group will allow for collegial and professional bonding among teachers of different disciplines, and will raise the level of professional discussion about what makes good higher order thinking instruction.
Personal Need: I know that I tend to be directive in the professional development that I have led in the past. This ITIP model will allow me to be more of a good facilitator in professional development. I also have a need to connect with teachers in the building who aspire to improve their craft of teaching and will take the time to reflect upon it.
Actions with Timing:
Receive approval for ITIP model from principal in September.
Formulate CEU proposal to K-12 Curriculum Chair.
Announce to faculty (October 4).
Hold sign up for interested faculty Oct 11-13.
At first meeting: pick monthly meeting dates (Wed or Thur 2:30-3:30)
Decide on topics for year with group (6-15 staff?)
(Motivation, anticipatory set, performance based assessment, questioning, gender issues, forums, etc…)
Each monthly meeting:
Collect current research articles for pre reading and presentation.
Assist lead presenter (staff rotate primary presenting responsibility).
Collect examples of good practice (videotape teachers to bring to meeting/ case study examples).
Provide post discussion forms for feedback.
Nov-April Facilitate release dates for group staff to conduct in school observations of good practice.
obvious evaluation criteria will be to have enough staff sign up and stay with
it. I also plan to get feedback after each session, as well as a post
discussion at the end of the year. If there is enough interest in the program,
I will present to the other curriculum chairs and administrators and have this
serve as a pilot program.
3) Supervision: Newer Teachers
Rationale: Suffield as a district has a large number of new teachers. There are three teachers that are new to the Suffield High Science department. There is also a coordinated BEST mentor program in the district. I will serve as a mentor to these teachers, and assist others in the district in preparing portfolios.
School Need: The school has had new teachers come into the district, and provides support for those in the BEST program officially. However, there is still a need to provide mentorship and support beyond the official preparation of the portfolio. These teachers need meetings, advice, opportunities for formative feedback and observation.
Personal Need: Although I am confident in my ability to help new teachers, I have a need to practice and revise my skills, particularly in conferencing and giving formative feedback. I would also like to make my observations and supervision to be more efficient, and am looking for ways to help all types of new teachers.
Actions with Timing:
1) Mentor new science teachers:
For each of the new science teachers:
a) Meet informally at least once a day to confer with the teachers.
b) Hold formal group meetings bi weekly
c) Facilitate observations and release time for observations.
d) “walk-through” observations with formative feedback (a la “The Three Minute Walk-Through”) once a week.
e) Formal observations, with written comments and post conference discussion at least twice a semester.
2) Assist in BEST district wide programs.
a) Attend district BEST meetings (every other month)
b) Provide formative feedback to portfolio candidates (approximately ten) as needed.
3) Continue in feedback to all science teachers by supervising curriculum
a) “walk-through” observations with formative feedback twice monthly.
b) conference with primary evaluator (principal) once per semester in evaluation of curriculum implementation.
new science teachers will be asked for feedback at the end of the school year
(One when he leaves in January) in terms of the evaluation and supervision they
received. The principal will also be asked for feedback as well. I feel that
this goal will also lend itself well to continuous self-reflection, so I plan
to write at least weekly and revise and adjust as needed.
4) School Administration & Management
Substitute Liaison and Training
Rationale: Suffield High School has a small core of permanent subs, and others who are called in. I will try to standardize the relationship between teachers and substitutes by providing standard forms, feedback and act as a liaison.
School Need: Suffield High normally has between two to ten teachers out on any given day. There is a wide disparity between the type of activities our substitutes are asked to do, and the type of information, training and directions that are left for them. Frequently teachers or substitutes are dissatisfied with the process.
Personal Need: This activity will allow me to exert some measure of administrative school, but also require me to spend time interacting with staff over potential conflict. I have noted that I have a tendency to push conflict into impersonal written interactions, but this goal will force me to interact not only with SHS staff, but also parents and community members that serve as substitutes.
Actions with Timing:
Meet with administrators and secretary to define role.
Provide staff with “standard” sub packet to fill out- October 2005.
Provide staff with “emergency” sub packet to fill out- October 2005.
Provide office with revised standard sub packs- October 2005.
Meet with secretary in am, help assign subs.
Orientate any new subs, assist in set up.
Walk through to teachers absent previous day for feedback.
Give/Get feedback to subs.
Hopefully, my helping with this process will improve the experience for both teachers, students, and substitutes. I will giving feedback forms to the staff, substitutes, and principals at the end of the school year. I would also like to get feedback from students to see if they perceive the difference from a previous year.
I will be able to write reflection pieces about this daily activity as needed.
Note: I will also be helping out with other administrative tasks as needed, including CAPT scheduling, schoolwide rubrics, and other meetings.
I will also be attending NEASC accreditation visits.
I will also be conducting 2-3 shadowing experiences per semester including:
An elementary or middle school assistant principal, a curriculum director, possibly a K-12 coordinator.
Healthy Lifestyle (Heart Smart)
Rationale: My health has been an issue in recent weeks, so an obvious personal goal is to balance my time management.
Personal Need: I have been recently having chest pains, numbness of arm and other health issues. Although it has not yet been determined, I am not a person who is good at paying attention to my own body. I know that stress, and lack of healthy eating and exercise has contributed to my poor health. It will be a good test for me to see if I can achieve this goal in the middle of the internship.
Actions with Timing:
-Meet with doctors and determine a food and exercise regiment ( October 2005)
- Get a complete physical checkup by January
Modify diet to include more healthy options:
Low fat diet: breakfast oatmeal instead of ham egg and cheese
Salad or vegetable for lunch.
Begin sit-ups or other cardio vascular exercise every morning
Look into gym
I will feel better, have more energy. I will be able to keep a log of my physical well being (which will force me to pay attention to my health).
Title: Curriculum Chairperson
Qualifications: five years of prior teaching experience in the department’s subject area plus master’s degree or professional equivalent preferred and successful completion of the Connecticut BEST mentor program.
Reports to: Building principal (Director of Curriculum and Instruction)
Supervises: Department Curriculum
Job Goal: To provide leadership, coordination and innovation in assigned curricular areas.
1. Establishes curriculum objectives with department personnel.
2. Develops a program for the implementation and evaluation of these objectives.
3. Monitors, facilitates, and supports curriculum implementation, seeks assistance and/or makes recommendations to the Director of Curriculum and Instruction regarding such implementation.
4. Assists and acts as a resource person for discipline personnel.
5. Promotes, facilitates, initiates interdisciplinary collaboration.
6. Initiates, promotes, facilitates alternative students assessment methods.
a. Collects, analyzes, synthesizes and evaluate assessment data.
b. Develops and carries out curriculum and instructional action plans
7. Facilitates interdisciplinary peer collaboration and team teaching.
8. Assists in the recruitment, screening, hiring and orientation of new discipline personnel.
9. Assists the principal in interpreting general grading policies, promotional policies, and the district’s instructional program to parents and the community.
10. Develops and maintains a discipline resource center.
11. Assists in identifying and utilizing community resources for discipline purposes.
12. Prepares descriptions for course offerings.
13. Keeps informed on educational programs and innovations as they relate to discipline concerns.
14. Completes reports as required.
15. Assists in budgeting.
Assumes responsibility for ordering, inventorying, distributing and maintaining all departmental instructional supplies.
16. Conducts meetings and attends relevant school, district, and professional meetings as necessary.
17. Plans with other curriculum chairpersons and academic K-12 coordinators.