School administration practicum_portfolio2_-_fall_2010_-_spring_2011 (1)

School Administration and Supervision Practicum Portfolio

Submitted by: Lorenzo R. Prillman

Bowie State University

School of Education/Department of Education Leadership

ESAS 828/858 Seminar & Practicum in Education Leadership

Instructor: Dr. Barbara Jackson

Submission Date: May 05, 2011

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Table of Contents
Site Practicum Description ........................................................................................................................... 1
Professional Resume………………………………………………………………………………………………………………….……...2 - 3
College Transcripts…………………………………………………………………………………………………………………….….…..4 - 5
Teacher Certification .................................................................................................................................... 6
Philosophy of Education Leadership……………………………………………………………………………………………….7 - 8
Professional Internship Project #1…………………………………………………………………………………………….….9 - 28
Professional Internship Project #2…………………………………………………………………………………………………29 - 41

ISLLC Activities: Standards 1 – 6………………………………………………………………………………………….…………42 - 48

Vignette Activities: Standards 1 –6……………………………………………………………………..…………………………49 - 63

Novice Principal Professional DevelopmentPlan…………………………………………….…………….………………64 - 75

Novice Principal Work Entry Plan…………………………………………………………………………..………………………76 - 81

Six School Administrators Responsibilities………………………………………………………………….…………………82 - 84

Practicum Reflections Log………………………………………………………………………………………………………………85 - 92

Certificates/Awards……………………………………………………………………………………….…………………………….93 - 103

Site Supervisor’s Evaluation…………………………………………………………………………………………………..…..104 - 106

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Description of Practicum Site
Benjamin Banneker Middle School is a public school located in the suburbs of
Burtonsville, Maryland. The school district in which BBMS resides is
Montgomery County Public Schools. The Burtonsville community is
predominantly a blue-collar, working class community. Approximately fifty-one
percent of adults twenty-five years and older hold advanced degrees. The median
family income for this city is approximately one-hundred and five-thousand
dollars. The demographics of the middle school are approximately 61% African-
American, 15% Caucasian-American, 11% Hispanic-American, and 13% Asian-
American. There are a total of approximately seven hundred and sixty kids that
attend BBMS. The students who attended this middle school range in age from
eleven to fourteen. The middle school provides educational services for students in
grades six through eight. Additional educational services are also offered to ESOL
(English for Speakers of Other Languages) and Special Education students. The
annual academic goals for the school and school district are for students to achieve
a score of proficient or advanced on the reading/math portion of the Maryland
State Assessment exam, and to have students take more rigorous course work
(e.g., advanced English, Social Studies, Science, and Math).

Benjamin Banneker Middle School
14800 Perrywood Drive
Burtonsville, Maryland 20866

1

Philosophy of Education Leadership

My philosophy of education leadership stems from the beliefs of presidential biographer

and professor James MacGregor Burns. Transformational leadership was a concept established

by Burns in his research on prominent political leaders. Transformational leadership is defined as

a leadership approach that causes change in individuals and social systems. Leaders who adopt a

transformational leadership style develop followers into leaders. According to Burns, the

transformational leadership approach creates significant change in the lives of people and

organizations (Burns, 1978). Transformational leaders develop the ability to create positive

change through modeling expected behavior for individuals, team members, the organization,

and/or community. Therefore, my philosophy of education leadership focuses on developing

people into leaders who facilitate decision making and promote change. Burns states ―followers

of transformational leaders feel trust, admiration, loyalty, and respect for the leader because of

their willingness to work harder than originally expected.‖

I believe transformational leaders appeal to the heart of individuals because they are self-

motivated as well as motivate the people around them. According to Thomas Sergiovanni, the

heart of leadership deals with a person’s beliefs, values, dreams, and their commitment to

another person’s vision (Sergiovanni, 2009). Transformational leadership allows for a school

leader to develop and shape school culture through dedication and hard work of invested

stakeholders. As a transformational leader, I will ensure students, teachers, and parents are

involved in the decision making process regarding educational issues like school curriculum,

new technology, diversity training, and school-based management. Finally, it is important to note

that transformational leaders are not afraid to take risks in order to improve student achievement

and/or school culture.

7

Bibliography

Burns, J.M. (1978). Leadership. New York, New York: Harper & Row.

Sergiovanni, T. J. A (2009). The Principalship: A Reflective Practice Perspective. Boston,

Massachusetts: Allyn and Bacon.

8

Internship Project #1: Co-Teaching Analysis Study
2010 - 2011

Artifact for Standard 2: Social Studies Department Co-Teaching Model Study Results

Names of Artifact(s): Co-Teaching Model Analysis Data Collection Excel Sheets and Co-
Teaching Model Study Results

Date: May 05, 2011


Montgomery County Public Schools

Artifacts
The artifacts listed above illustrate my role as department chair of the Social Studies Department
which requires me to evaluate the co-taught (inclusion) instructional model. The quantitative
research study was supported by teachers in the Social Studies Department who assisted with
collecting Special Education students’ achievement data over the course of three marking
periods. Student achievement data was collected on Excel spread sheets and analyzed using
SPSS software. A data analysis report was completed on student achievement results of Special
Education students in Social Studies classes. The Social Studies Department Co-Teaching
Analysis Study was conducted as a result of the need to give meaningful and timely feedback on
the progression of our Special Education population within the full inclusion instructional model.
In addition, the study wanted to show whether or not the co-taught instructional model was more
beneficial for male or female students. The results of the study were used to make decisions
about teacher instructional practices under the co-teaching model, and the structure of classes for
Special Education students for next school year.

Reflection Narrative
Following the end of the first marking period, the Special Education department chair,
administration, and the Social Studies department chair held a meeting to discuss ways to
improve the co-teaching instructional model. Banneker Middle School is currently in the second
year of implementing the co-taught instructional model for full inclusion of Special Education
students. During the meeting, leaders discussed ways in which the school could improve the
academic performance of Special Education students under the co-taught model. As chair of the
Social Studies department, I gave the suggestion of collecting student performance data on
Special Education students receiving instruction within the full inclusion model. Although this
was the first year for the Social Studies department participating in the full inclusion model, I
wanted to ensure teachers in my department that the proper steps would be taken to improve the
academic performance of Special Education students for the following school year. Therefore, I
volunteered to have the Social Studies department collect summative assessment data of Special
Education students in their co-taught classrooms.

9

During the first three marking periods, teachers collected end of unit assessment exam scores of
students which were later used to measure the impact of the co-taught instructional model on
male and female Special Education achievement. Using SPSS software, student scores were
analyzed to see if the co-taught instructional model had a greater impact on male or female
students. The scores of students were analyzed in this manner due to the lack of student
performance data from year one implementation of the co-taught teaching model. In addition to
collecting and analyzing student test scores, students were also given a student questionnaire to
complete which gathered information on their beliefs about the relevancy of the co-taught
instructional model. The data analysis results for the student end of unit assessment scores
revealed that the majority of Special Education students, across grade levels, were performing at
a below average (66.6%) rate. Although students were performing at a below average rate, the
student questionnaire revealed that the majority of students believed the co-taught instructional
model made a significant impact on their learning, believed the instructional pace of their classes
were fairly appropriate for their learning styles, and wanted to remain in the co-taught
instructional model in the future. Despite the positive feedback of students thoughts about the
relevancy of the co-taught instructional model, the below average student test scores of students
was a cause for concern.

The co-taught instructional model data analysis report made a few recommendations on how to
enhance the academic performance of Special Education students’ in the future. First, it was
agreed upon by the Social Studies Department and Special Education Department teachers that
more frequent checks for student understanding was needed. Second, alternative ways to
assessing student mastery of concepts such as product-based assessments was also needed. The
two recommendations that were made to improve the academic performance of student
achievement led to the development of my second internship project which involved all six
members of the Social Studies department collaborating on writing goals and objectives for their
Professional Development Plans which related to the instructional needs of Special Education
students. Overall, the report raised the questions about whether the placing of Special Education
students in advanced courses, which usually move at a faster instructional pace, is appropriate for
the learning challenges they endure. A follow up study was recommended to be conducted on the
impact of the co-taught instructional model on male and female Special Education student’s
academic achievement which would encompass all four core academic subject areas (English,
Social Studies, Math and Science).

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Impact of Co-Teaching Model on Male and Female Student Achievement

Professional Internship Project 1 - Social Studies Department Co-Teaching Model Study Results

2010 - 2011

Research Conducted by: Lorenzo R. Prillman

Research Assistants: Tiffany McEwan, Adrienne D’Orazio, Cari Huffman & Sabrina Khan

Bowie State University

School of Education

Department of Elementary and Secondary Education Leadership

ESAS 828/858, Practicum/Seminar in School Administration and Supervision

Dr. Barbara Jackson

May 05, 2011

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Analysis of the Data

This academic study examined the impact of the co-teaching model on student achievement for

special education students. The Null Hypothesis for this study stated there was no significant difference

betweenacademic performance of male and female special education students receiving regular classroom

instruction under the co-teaching model. The significance level for this study was set at .05. The research

study explored one essential question pertaining to the importance of the co-teaching model:

1. Did the co-teaching model impact male and female special education student’sacademic

achievement differently?

The study also observed the level of student interest with attending classes under the co-teaching

model, and their conviction about the impact of the co-taught instructional model on their learning. The

four student questionnaire questions analyzed for this portion of the study were as follows:

1. Did special education students enjoy attending instructional classes under the co-teaching model?

2. If given a choice of remaining in the co-taught instructional model or transitioning back into

small instructional classes, which instructional model would they choose?

3. Did special education students believe the co-taught instructional model had a significant (major)

impact on their learning (improved reading, writing, and communication skills)?

4. Did the instructional pace of the class allow for special education students to learn and retain

information (educational concepts) long enough to consistently perform successfully on formative

and summative assessments?

12

Results

Independent Samples Test

Levene's Test for
Equality of Variances t-test for Equality of Means

95% Confidence
Interval of the

Sig. (2- Mean Std. Error Difference

F Sig. t df tailed) Difference Difference Lower Upper

Unit1 Equal variances .346 .560 1.105 44 .275 4.46857 4.04537 -3.68434 12.62149
assumed

Equal variances 1.112 43.532 .272 4.46857 4.01859 -3.63283 12.56997
not assumed
Unit2 Equal variances .000 .998 1.071 43 .290 4.35119 4.06427 -3.84518 12.54757
assumed
Equal variances 1.072 42.436 .290 4.35119 4.05832 -3.83634 12.53872
not assumed
Unit3 Equal variances 2.169 .148 .903 43 .372 4.11310 4.55443 -5.07180 13.29799
assumed

Equal variances .926 40.617 .360 4.11310 4.44085 -4.85794 13.08413
not assumed

The Independent Samples T- Test was utilized to determine if the variance in scores

between male and female special education students were equal. The variance in student scores

for each end of unit assessment, reflected the null hypothesis which stated there was no

difference in the variance of scores between male and female special education students because

P = .275 > .05 (Unit1), P = .290 > .05 (Unit 2), and P = .372 > .05 (Unit 3). Due to the critical

value (t) of 1.105 (Unit 1), 1.071 (Unit 2), and .903 (Unit 3) falling inside the acceptance region

of the interval scale, the variance in student assessment scores were not considered statistically

significant. The results of the test supported the generalization that majority of the male and

female students who participated in the co-taught instructional model would benefit

academically in similar ways.

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Table 2
Expected Frequency Counts for Question 3 of Student Questionnaire
Chi-Square Tests

Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-
Value df sided) sided) sided)
a
Pearson Chi-Square .621 1 .431
b
Continuity Correction .194 1 .660
Likelihood Ratio .628 1 .428
Fisher's Exact Test .503 .332
Linear-by-Linear Association .607 1 .436
N of Valid Cases 45

a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 5.13.
b. Computed only for a 2x2 table

In the Pearson Chi-Square test for independence, the frequency of student responses to

four questionnaire questions were analyzed to determine student preference for attending

instructional classes, under the co-teaching model, was directly related to gender. Results of the

Chi-Square data analysis for question three of the student questionnaire reflected the null

hypothesis which stated there was no significant difference between special education students’

gender and their preference for attending instructional classes under the co-teaching model

because P = .431 > .05. Due to the critical value (a) of .621 falling within the acceptance region

of the interval scale, frequency results for question three of the student questionnaire was not

considered statistically significant. The Results of the test supported the generalization that

majority of male and female students who participated in the co-taught instructional model had

similar views regarding their preference for attending class. Out of forty-five special education

students surveyed, seventeen boys and seventeen girls stated they liked attending classes under

the co-teaching model. Nonetheless, seven boys and four girls stated they did not like attending

classes under the co-teaching model (See Appendix D).

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Table 3
Chi-Square Tests

Asymp. Sig. (2-
Value df sided)
a
Pearson Chi-Square 1.503 2 .472
Likelihood Ratio 1.545 2 .462
N of Valid Cases 45

a. 2 cells (33.3%) have expected count less than 5. The minimum
expected count is 1.87.

The results of the Chi-Square data analysis for question four of the student

questionnaire reflected the null hypothesis which stated there was no significant difference

between male and female special education students’ beliefs about academic achievement due to

them attending classes under the co-teaching model because P = .472 > .05. Due to the critical

value (a) of 1.503 falling inside the acceptance region of the interval scale, frequency results for

question four of the student questionnaire were not considered statistically significant. Results of

the test supported the generalization that majority of male and female students who participated

in the co-taught instructional model had similar views about whether or not the co-taught model

had a significant impact on their learning. Out of forty-five special education students surveyed,

ten boys and seven girls believed the co-teaching model had a significant impact on their

learning. Eleven boys and thirteen girls believed the co-teaching model somewhat impacted their

learning. Three boys and one girl believed the co-teaching model did not have a significant

impact on their learning (See Appendix E).

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Table 4
Chi-Square Tests

Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-
Value df sided) sided) sided)
a
b
Continuity Correction .082 1 .775
Fisher's Exact Test .743 .387
N of Valid Cases 45

a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 6.07.
b. Computed only for a 2x2 table

The results of the Chi-Square data analysis for question five of the student

questionnaire reflected the null hypothesis which stated there was no significant difference

between male and female special education students academic performance on formative and

summative assessments due to the instructional pace of co-taught classes because P = .538 >

.05. Due to the critical value (a) of .379 falling inside the acceptance region of the interval scale,

frequency results for question five of the student questionnaire were not considered statistically

significant. Results of the test supported the generalization that majority of male and female

special education students, who received instruction under the co-teaching model, had similar

views as to whether or not the instructional pace of the class enhanced or did not enhance their

performance on formative and summative assessments. Out of forty-five special education

students surveyed, eighteen boys and fourteen girls stated they believed the instructional pace of

the co-taught class provided them the ability to perform successfully on formative and

summative assessments. Six boys and seven girls stated they did not believe the instructional

pace of the co-taught classes provided for them the ability to perform successfully on formative

and summative assessments (See Appendix F).

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Table 5
Chi-Square Tests

Asymp. Sig. (2-
Value df sided)
a
N of Valid Cases 45

a. 1 cells (16.7%) have expected count less than 5. The minimum
expected count is 4.67.

The results of the Chi-Square data analysis for question six of the student questionnaire

reflected the null hypothesis which stated there was no significant difference between male and

female special education student’s preference for attending classes under the co-teaching model

or returning to small instructional classes because P = .733 > .05. Due to the critical value (a) of

.621 falling inside the acceptance region of the interval scale, frequency results for question six

of the student questionnaire were not considered statistically significant. Results of the test

supported the generalization that majority of male and female students who participated in the

co-taught instructional model had similar views as to whether or not they remained in the co-

taught instructional model or return to smaller instructional classes. Out of forty-five special

education students surveyed, twelve boys and twelve girls stated they wanted to continue

attending classes under the co-taught instructional model. Seven boys and four girls stated they

wanted to return to smaller instructional classes. Five boys and five girls stated the instructional

model in which they attended classes did not have any relevance (See Appendix G).

17

Summary and Conclusions

Data results for the essential question of this academic study failed to reject the Null

Hypothesis which stated there was no significant difference between the academic performance of male

and female special education students receiving regular classroom instruction under the co-teaching

model, due to the variance in student end of unit assessment scores not being considered

statistically significant. The small variance in special education students’ end of unit assessment

scores from the mean score of each assessment revealed the majority of students, male or female,

were consistently performing academically on the same level. Special education students

combined average mean scores for all three end of unit exams was sixty-six percent, a below

average assessment score.

Data results for questions three, four, five, and six of the student questionnaire failed to

reject the Null Hypothesis for each question due to the frequency results of student responses not

being considered statistically significant. The Null Hypothesis for each question stated the

following:

Question 3 – there was no significant difference between special education students’

gender and their preference for attending instructional classes under the co-teaching model.

Question 4 – there was no significant difference between male and female special

education students’ beliefs regarding academic achievement due to them attending classes under

the co-teaching model.


education students academic performance on formative and summative assessments due to the

instructional pace of co-taught classes.

18


education students’ preference for attending classes under the co-teaching model or returning to

small instructional classes.

Overall results of male and female student responses for each question on the

questionnaire revealed the majority of special education students enjoyed attending class under

the co-taught instructional model, believed the co-taught instructional model made a significant

impact on their learning, believed the instructional pace of their classes were fairly appropriate

for their learning styles, and wanted to remain in the co-taught instructional model in the future.

Recommendations

First, due to the end of unit assessment scores for special education students in Social

Studies averaging sixty-six percent across all three grade levels, an instructional strategy of

providing more frequent checks for student understanding, during the course of a lesson, needs to

be implemented. Second, teachers need to develop alternative ways such as product-based

assessments to measure special education students’ mastery of content learning indicators. Third,

results from the student questionnaire showed how majority of special education students

enjoyed spending their class time learning under the co-taught instructional model. The below

average end of unit scores, across grade levels, in Social Studies raised concerns about whether

the placing of special education students in advanced courses, which usually move at a faster

instructional pace, is appropriate for the learning challenges they endure. Finally, based on

overall results of the data, I recommend a follow-up study be conducted on the impact of the co-

taught instructional model on male and female special education student’s academic achievement

that would encompass all four core academic subject areas (English, Social Studies, Math and

Science).

19

Appendices

Appendix A

Special Education Special Education is the educating of students
with special needs in a way that addresses the
students' individual differences and needs. Ideally,
this process involves individually planned and
systematically monitored arrangements of teaching
procedures, adapted equipment and materials,
accessible settings, and other interventions
designed to help learners with special needs
achieve a higher level of personal self-sufficiency
and success in school and community than would
be available if the student were only given access
to a typical classroom education.

Co-Teaching Model of Inclusion Inclusion in education is an approach to educating
students with special educational needs. Under the
inclusion model, students with special needs spend
most or all of their time with non-disabled students.
Fully inclusive schools, which are rare, no longer
distinguish between "general education" and
"special education" programs; instead, the school is
restructured so that all students learn together.

Sample Group/Population A number of individuals, items or events selected
from a population for a study, preferably in such a
way that represents the larger group from which
they were selected.

Null Hypothesis States there is no significant relation or difference
between variables (independent and dependent).

Alternative Hypothesis States there is a significant relation between
variables (independent and dependent).

P Value The p-value is the probability that a research study
sample could have been drawn from the
population(s) being tested (or that a more
improbable sample could be drawn) given the
assumption that the null hypothesis is true.

Statistical Significance The conclusion of a research study that states the
results are unlikely to have occurred by chance—
that is the observed relation or difference is
probably 1.0 or less.

20

Dependent Variable The change or difference in a behavior or
characteristic that occurs as a result of the
independent or grouping variable. Also called
effect, outcome or posttest variable.

Independent Variable A behavior or characteristic under the control of the
researcher and believed to influence some other
behavior or characteristic. Also called experimental
variable, manipulated variable, cause variable or
treatment variable

Statistical Mean The most common expression for the mean of a
statistical distribution with a discrete random
variable is the mathematical average of all the
terms. To calculate, add the values of all the terms
and divide by the number of terms.

Independent Sample t-test A parametric test of significance used to determine
whether, at a selected probability level, the means
of two independent samples are significantly
different.

Chi Square Test Chi-square is a statistical test commonly used to
compare observed data with data we would expect
to obtain according to a specific hypothesis. The
chi-square test for independence always tests what
scientists call the null hypothesis, which state there
is no significant difference between the expected
and observed result.

Variance Variance is defined as the amount of spread among
scores. If the variance is small, the scores are close
together. If it is large, the scores are more spread
out. Calculation of the variance shows how far each
score is from the mean.

Reliability The degree to which a test (or qualitative research
data) consistently measures whatever it measures.
SPSS Data Software SPSS Inc. is a leading worldwide provider of
predictive analytics software and solutions. SPSS
software assists researchers with computing
statistical data gathered during research.

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Appendix B

Figure 1.1
Average End of Unit Assessment Scores for Special Education Students
Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

Unit1 1.00 25 66.0400 14.11996 2.82399

2.00 21 61.5714 13.10180 2.85905
Unit2 1.00 24 73.5417 13.73659 2.80397
2.00 21 69.1905 13.44477 2.93389
Unit3 1.00 24 67.2083 17.61664 3.59598

2.00 21 63.0952 11.94113 2.60577

74

72

70

68

66 Unit 1
64 Unit 2
Unit 3
62

60

58

56
Male Female

Average Social Studies End of Unit Assessment Scores for Sixth, Seventh and Eighth Grade
Special Education Students

22

Appendix C

In this questionnaire, you will find questions about yourself. Some questions ask
for facts while other questions ask for your opinions.
Read each question carefully and answer as accurately as possible. You may ask
for help if you do not understand something, or are not sure how to respond.

1. Are you a girl or a boy? Check one box only

Girl--------------------------------------------------------------------
Boy--------------------------------------------------------------------

2. Which of the following best describes you? Check one or more boxes

White--------------------------------------------------------------

Black or African American-------------------------------------

Asian---------------------------------------------------------------

Hispanic or Latino------------------------------------------------

American Indian or Alaska Native-----------------------------

Native Hawaiian or other Pacific Islander--------------------

Mixed Heritage----------------------------------------------------

3. Do you like attending instructional classes under the co-teaching model?

Check one box only

YES---------------------------------------------------------------

NO----------------------------------------------------------------

23

4. Do you believe the co-teaching model has had a significant (major) impact
on your learning (improved reading, writing, and communication skills)?

Check one box only

1 – Significant ------------------------------------------------

2 – Somewhat Significant-----------------------------------

3 – Not Significant-------------------------------------------

5. Did the instructional pace of the class allow for you to learn and retain (hold
on to) information long enough to consistently perform successfully on
formative and summative assessments?

Check one box only

YES--------------------------------------------------------------

NO---------------------------------------------------------------

6. If you had a choice of remaining in the co-taught instructional model or
moving back to small instructional classes, which one would you choose?

Check one box only

1 - Remain in current co-taught instructional model--------------
2 - Return to small instructional classes---------------------------
3 - Instructional model does not matter to me--------------------

24

Appendix D

Figure 1.2
Frequency Count Results for Question 3 of Student Questionnaire
Crosstab
Count

Gender

1.00 2.00 Total

SQQ3R 1.00 17 17 34

2.00 7 4 11
Total 24 21 45

18

16

14

12

10
Yes
8
No
6

4

2

0
Male Female

Question 3: Did special education students like attending instructional classes under the co-

teaching model?

25

Appendix E

Figure 1.3
Crosstab
Count

Gender

1.00 2.00 Total

SQQR4 1.00 10 7 17

2.00 11 13 24

3.00 3 1 4
Total 24 21 45

14

12

10

8
Significant

6 Somewhat Signficant
Not Significant
4

2

0
Male Female

Question 4: Did special education students believe the co-taught instructional model had a significant

(major) impact on their learning (improved reading, writing, and communication skills)?

26

Appendix F

Figure 1.4
Crosstab
Count

Gender

1.00 2.00 Total

SQQ5R 3.00 18 14 32

4.00 6 7 13
Total 24 21 45

20

18

16

14

12

10 Yes
8 No

6

4

2

0
Male Female

Question 5: Did the instructional pace of the class allow for special education students to learn and retain

information (educational concepts) long enough to consistently perform successfully on formative and

summative assessments?

27

Appendix G

Figure 1.5
Crosstab
Count

Gender

1.00 2.00 Total

SQQR6 1.00 12 12 24

2.00 7 4 11

3.00 5 5 10
Total 24 21 45

14

12

10
Remain in Co-Taught Classes
8
Return to Small Classes
6

Instructional Model Does Not
4 Matter

2

0
Male Female

Question 6: If given a choice of remaining in the co-taught instructional model or transitioning back into

small instructional classes, which instructional model would they choose?

28

Artifact for Standard 2: Teacher Professional Development Plans, Montgomery County Public
Schools Standards for Teachers, and Co-Taught Analysis Study Recommendations

Names of Artifact(s): Sample Teacher Professional Development Plans (Department Goals and
Objectives are Related to Internship Project #1)

Date: May 05, 2011



Artifacts
The artifacts listed above were used by members of the Social Studies Department, in a
collaborative way, to improve student achievement for Special Education students and low
achieving comprehensive students. Teachers in the Social Studies department reviewed the
results of the co-taught analysis study to get an idea of what instructional improvements needed
to be made in order to improve student achievement. After reviewing the co-taught analysis
study recommendations, teachers in the Social Studies Department utilized the Montgomery
County Public Schools Teaching Standards Guide to draft preliminary professional development
goals and objectives.

Following the end of the third marking period, teachers in the Social Studies Department came
together to discuss ways of how to improve student achievement for Special Education students
and low achieving comprehensive students. As a collaborative group, the department decided
that there was a need to put an instructional plan together in order to meet the many instructional
challenges faced by teachers in co-taught classes. During the April department meeting, teachers
collaborated together to produce a universal professional development plan which incorporated
department/teacher instructional goals and objectives. Goal one of the Social Studies Department
professional development plan was a shared goal/objectives to be implemented by the entire
department in grades six, seven and eight. Goal one of the Social Studies Department
professional development plan was created to improve the formative and summative assessment
scores of Special Education students. Department members developed a system to consistently
check for student understanding, during the course of a lesson, and a way to develop multiple
product-based assessments. Goal two of the PDP allowed for teachers in the Social Studies
department to address one other professional development need. Teachers used the MCPS
professional growth handbook to choose a teaching standard to address for goal two of their
professional development plans. After department members completed their professional
development plans, they submitted them to their principal and department chair for approval.
The Social Studies Department instructional program has significantly improved as a result of
steps taken to improve the academic outcomes for Special Education students and low achieving
comprehensive students.

29

Professional Development Plan
Name: Lorenzo R. Prillman Date: 04/29/2011

Educator’s School District: Montgomery County Public Schools

Educator’s Employee ID#: 000069337

Educator’s Current Educational Assignment: Content Specialist, Social Studies Department

Number of Year(s) in Current Assignment: 02

Years of Educational Experience: 15

School: Benjamin Banneker Middle School

Length of Professional Growth Cycle: ___X_ 3-years ____ 4-years ____5 years (check one)

Duration of Plan: May 01, 2011 through May 01, 2014

Check – In Dates: December 2011, May 2012, December 2012, May 2013, December 2013 and May 2014

End of PDP Cycle Review: May 2014

Year in Professional Development Cycle: Year 1

Key Note: Prior to developing a Professional Development Plan, teachers should spend some
time reviewing their school district’s goals (School District Improvement Plan), their school’s
goals (School Improvement Plan), and keeping a reflective educational journal that documents
the many challenges faced by the educator during his/her tenure in the present school. Reviewing
both plans will ensure that the Professional Development Plan is aligned with the district’s and
school’s goals for professional development and accountability. Teachers PDP goal(s),
objective(s), and activities(s) must address two or more of the Montgomery County Public
Schools (MCPS) standards for school teachers.

Step 1: Preparing to Write the Plan: Self Reflection(Not required to be included in the PDP)

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In reflecting upon this past year as an educator at Benjamin Banneker Middle School, which
majority was spent analyzing student academic performance data, I was able to identify two
Montgomery County Public Schools Teaching Standards (MCPSTS) that needed to be addressed
in order to improve student achievement. Improving Co-Taught student performance on
formative and summative assessments (Standard 2) at BBMS was important in order to address
issues of students failing to master the indicators of learning for the Advanced Social Studies
curriculum. In addition, improving student achievement for all ethnic subgroups as defined by
the Maryland State Assessment (Standard 3) was needed in order to facilitate better working
relationships with students and parents that will lead to positive academic outcomes for students.

Step 2: Writing the Plan: Components (At least two professional development goals are
included in the plan)

A. Contextual Description of Job Site: Teacher Situation

I am moving into my second year as the Social Studies Department Content Specialist at
Benjamin Banneker Middle School which is located in the suburbs of Burtonsville, Maryland.
The community in which the school resides is predominantly a blue-collar, working class
community. The demographics of the middle school are approximately 65% African-American,
20% Caucasian-American, 10% Hispanic-American, and 5% Asian-American. The annual
academic goals for the school and district are for students to achieve a score of proficient or
advanced on the reading/math portion of the Maryland State Assessment exam and to have
students take more rigorous course work (e.g., advanced English, Social Studies, Science, and
Math).

o Did you include a description of your teaching position?
o Did you include the number of years you have been a teacher?
o Did you include whether the school is located in an urban, suburban, or rural
setting?
o Did you include the ethnic, cultural, special needs, and socioeconomic makeup of the
school population?
o Did you include your school building and/or district goals? (Optional)

B. Description of the Goal(s) to be Addressed:

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(It is recommended that you use this stem: I will . . . [research, study, learn, apply,
etc.] So that . . .[describe what you want to see happening differently with student
learning].)

I will improve Co-Taught student performance on Formative and Summative Assessments (Goal
1) by developing a system to frequently check for student understanding and developing product-
based assessments, so students will have greater success meeting the Social Studies Curriculum
indicators of learning. In addition, I will improve student achievement for all ethnic subgroups
define by MSA (Goal 2) through developing a positive classroom climate for all students and
providing on-going student achievement feedback to parents, so students will be able to
maximize their learning and achieve high levels of academic success.

1. What is my desired outcome for professional growth?
o Will your goal(s) impact your professional growth?
o Will the professional growth you identified have an effect on student learning?

C. Rationale for Your Goal(s) and Link to Self-Reflection, Educational Situation, and
Educational Standards
(Relate how your goal(s) is linked to your school district’s goals, your school’s goals,
your self-reflection, educational situation, and list the educational standards that
you will focus on for your professional growth cycle.)

My two professional development goals are linked to my school district and school’s goals by
they both focusing on developing, implementing and assessing activities which will lead to
enhanced student academic achievement. As one of the many educators responsible for
delivering instruction to students at BBMS, my first and foremost priority in the building is to
improve student achievement. The MCPS teaching standards I will be focusing on during the
implementation of this professional development plan will be standard 2 and standard 3.

1. How does the outcome relate to the school district’s goals and my school’s goals
(SIP)
o Does the rationale include how you related your self-reflection to your goal(s)?
o Does the rationale tell how your goal(s) connects to your district/school/teacher
position?
o Did you list the MCPS standards that will promote your professional growth (must
select two or more standards)?

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D. Plan for Assessing and Documenting Your Goal(s):

Goal 1: Improve Co-Taught Student Performance on Formative and Summative Assessments

Data sources used to establish outcome
Co-Taught Students Formative Assessment Data
Co-Taught Students Summative Assessment Data (Unit Exam Scores)
Co-Taught Students Instructional Survey Responses

Data sources used to assess achievement of outcome
Student Opening, Mid-Point, and Closing Instructional Exit Card Data
Student Produced Vocabulary Booklets
Student Produced End of Unit Movie Posters
Student Produced Visual Representations of Instructional Concepts

Goal 2:Improve Student Achievement for all Ethnic Subgroups Defined by the MSA

School Climate Survey Results (Previous School Year)
School Ineligibility Data (Previous and Current School Year)

ESOL Student Performance Data on Formative and Summative Assessments
(Current School Year)
Student Ineligibility Data (Current School Year)
Student Classroom Climate Survey Results (Current School Year)
Parent Classroom Climate Survey Results (Current School Year)
School Communication Log Records with Parents (Current School Year)
Teacher-Student Produced Theoretical Framework Models for Student
Achievement (Current School Year)

1. What data sources did I use to establish my outcome? What data will I use to assess
achievement of my outcome?
o Did you include methods to assess your professional growth?
o Did you include methods to assess the effect of your growth on student learning?

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E. Plan to Meet Your Goal(s): Objectives, Activities and Timelines, and Collaboration:

1. Which of the professional development options/strategies/techniques listed below
will I use?

Collaborative Options Independent Options

__X__ Peer Reflective Conversations __X__ Audio/Videotape Analysis

__X__ Peer Visits with Reflection (*) _____ Delivery of Workshops/Courses

_____ Committee or Task Force Participation __X__ Action Research

_____ Delivery of Workshops/Courses _____ Professional School Site Visits

__X__ Development of Instructional Materials __X__ Review of Professional Literature

__X__ Action Research Study Groups _____ Professional Training

_____ Principal Networking Group _____ school-based workshops

_____ New Curriculum Development ____ Out of school workshops

_____ Professional School Site Visits ____ conference(s)

_____ Other (be specific) __X__ Writing of an reflective journal

(*) Required one year of each evaluation cycle _____ Other (be specific)

2. PDP Support Team (Resource Teacher, Principal, Assistant Principal(s), Staff
Development Teacher, Technology Specialist, etc.)

_______Grade Level Cohort Teacher___________ English Resource Teacher_____

__ Reading Specialist Resource Teacher____ ______ Data Specialist_________

__ Computer Technology Teacher______ ___________Media Specialist_________

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3. List Anticipated Resources Needed for Accomplishing the Goal(s) of Your
Professional Development Plan.

Goal 1 Resources:

Professional literature on developing formative assessments
Co-teacher planning time to develop Opening, Mid-Point, and Closing exit card
assessments
Co-teacher planning time to develop multiple instructional delivery models to support the
learning style needs of co-taught students
Co-teacher planning time to develop templates for student Vocabulary Books, End of
Unit Movie Posters, and Closed Activities
Grant to fund additional planning time for teachers outside the regular classroom

Goal 2 Resources:

Professional literature on developing classroom learning stations
Co-teacher planning time to develop learning station activities for students
Co-teacher planning time to develop student and parent surveys
Continued professional development on the use of the MCPS communication log
Professional literature on developing theoretical framework models
Co-teacher planning time to develop Parent Contracts and Report Card templates to
upload on departmental website
Co-teacher planning time to communicate with parents about social and academic issues
concerning students

4. Devise a tentative timeline for the implementation of your plan with periodic
benchmarks to judge your progress (Note: Completion date will be filled in as each
objective/activity is completed – refer to next page for action plan guide).

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Goal 1: Improve Co-Taught Student Performance on Formative and Summative Assessments Date Initiated: August 2011

Objective 1: Develop A System to Frequently Check for Student Understanding Date Completed: June 2014

Activities Timeline Collaboration Date Completed
Assess student August 2011 Social Studies Department Grade Level Cohorts June 2014
understanding of key Through will meet on multiple occasions, during the
instructional concepts, from June 2014 regular school year, to plan the format and
the previous lesson, through (On-going) frequency of use of the OPENING EXIT CARD
activating student prior assessment during regular instruction. The
collaborative process used will lead to greater
knowledge using OPENING
student success on formative and summative
EXIT CARDS to begin assessments through mastering essential
daily instruction. instructional concepts.
Assess student August 2011 Social Studies Department Grade Level Cohorts June 2014
understanding of key Through will meet on multiple occasions, during the
instructional concepts, June 2014 regular school year, to plan the format and
learned daily, by requiring (On-going) frequency of use of the MID-POINT LESSON
students to give a 1 or 2 STUDENT LECTURE assessment during
regular instruction. The collaborative process
minute lecture at the MID-
used will lead to greater student success on
POINT of the lesson using a formative and summative assessments through
holistic scoring scale. mastering essential instructional concepts.
Assess student understanding August 2011 Social Studies Department Grade Level Cohorts will June 2014
of key instructional concepts, Through meet on multiple occasions, during the regular
June 2014 school year, to plan the format and frequency of use
from the current lesson, of the CLOSING EXIT CARD assessment during
through activating student (On-going)
regular instruction. The collaborative process used
knowledge using CLOSING will lead to greater student success on formative and
EXIT CARDS to end daily summative assessments through mastering essential
instruction. instructional concepts.

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Objective 2: Develop Product-Based Assessments for Student Portfolios Date Completed: June 2014

Develop, implement, and August 2011 Social Studies Content Specialist, English June 2014
assess Student Produced Through Content Specialist, Reading Specialist, and
Vocabulary Books using a June 2014 Social Studies Grade Level Cohorts will meet
holistic scoring scale (On-going) once per quarter, during the regular school year,
(Vocabulary Assessments) to plan the format and frequency of use of the
student-produced vocabulary books during
regular instruction. The collaborative process
formative and summative assessments through
mastering essential vocabulary concepts.
Develop, implement, and August 2011 Social Studies Content Specialist, Computer June 2014
assess Student Produced Through Technology Specialist, Media Specialist, and
End of Unit Movie Posters June 2014 Social Studies Grade Level Cohorts will meet
using a holistic scoring scale (On-going) once per quarter to plan/review the format and
(Summative Assessments) computer guidelines to complete the student
produced assessment. The collaborative process
summative assessments through mastering
multiple learning indicators in a creative way.
Develop, implement and August 2011 Social Studies Department Grade Level Cohorts June 2014
assess student understanding Through will meet on multiple occasions, during the
of lesson concept(s) through June 2014 regular school year, to plan Closed Activities
using a CLOSED (On-going) for Co-Taught students which requires them to
ACTIVITY with visual explain their level of understanding of a concept
through visual representation. The collaborative
representation. A holistic
planning process used to develop Closed
score scale will be used to Activities will lead to greater student success on
assess student work. formative and summative assessments.

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Goal 2: Improve Student Achievement for all Ethnic Subgroups defined by the MSA Date Initiated: August 2011

Objective 1: Develop a Positive Classroom Climate for all Students Date Completed: June 2014

Develop and implement August 2011 Social Studies Department Grade Level June 2014
learning stations for ESOL Through Cohorts will meet on multiple occasions,
students to support student June 2014 during the regular school year, to plan
vocabulary and writing (On-going) Learning Station Activities for ESOL
skills. students which support the instructional
concepts of daily classroom lessons. The
collaborative planning process used to develop
ESOL student learning station activities will
lead to greater student success on formative
and summative assessments.
Develop, implement, and August 2011 Social Studies Department Grade Level June 2014
analyze quarterly student Through Cohorts will meet once per quarter, during the
survey results regarding June 2014 regular school year, to planthe format and
classroom climate and (On-going) content of Student Quarterly Surveys. The
academic instruction. collaborative planning process used to develop
student quarterly surveys will allow teachers to
make the proper classroom adjustments to
make the educational environment more
conducive to learning for all students.
Develop, implement, and August 2011 Social Studies Department Grade Level June 2014
revisit quarterly a teacher- Through Cohorts will meet once per quarter to plan the
student produced theoretical June 2014 type of theoretical model that will be used to
framework for improving (On-going) chart a collaborative path, between student and
student achievement. teacher, to reach a level of Academic Self-
Actualization bythestudent and teacher.

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Objective 2: Provide On-going Student Achievement Feedback to Parents Date Completed: June 2014

Develop and implement the August 2011 Teacher will collaborate with parents to June 2014
use of Parent Quarterly Through ensure the academic success of students by
Surveys, Parent Academic June 2014 administering Parent Quarterly Surveys,
Quarterly Contracts and (On-going) Academic Quarterly Parent Contracts and
Report Cards issuing Quarterly Parent Report Cards. The
(Parent access through collaborative process used between the teacher
departmental website). and parents will lead to the lowering of
Ineligibility Rate.
Develop and implement the August 2011 Teacher will collaborate with parents to June 2014
use of Student Academic Through ensure the academic success of students by
Goal Reflection Sheets. June 2014 sharing with them the quarterly academic
(Parent access through (On-going) achievement results of their son/daughter
departmental website). through the use of Student Academic
Goal Reflection Sheets.
Communicate with parents August 2011 Teacher will collaborate with parents to June 2014
on a consistent basis to Through ensure the academic success of students by
inform them of academic June 2014 contacting them by phone or e-mail to
and/or behavioral concerns. (On-going) inform them of academic and/or behavioral
concerns of their son/daughter.
Collaborative dialogue records between the
teacher and parent will be kept in the
school’s Communication Log operated by
Montgomery County Public Schools.

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Review Checklist for Objectives, Activities and Timelines, and Collaboration:

1. Objectives
o Do the objectives directly address the goal(s)?
o Are the objectives observable and verifiable?

2. Description of Activities and Timelines
o Do the activities align with the goal(s) and objective(s)?
o Do the activities extend throughout the professional development cycle?
o Is the timeline stated?

3. Plan for Collaboration
o Does the plan include collaboration with others? Examples of collaboration may include
the following:
A. Collaboration with colleagues
B. Collaboration with higher education
C. Collaboration with a professional learning community
D. Collaboration with a mentor

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Professional Development Plan Evaluation Team
Beginning of Year 1 – Professional Development Cycle

Name: Lorenzo R. Prillman Date: 04/29/2011



Educator’s Current Educational Assignment: Social Studies Teacher





Duration of Plan: May 01, 2011 through May 01, 2014

Check – In Dates: December 2011, May 2012, December 2012, May 2013, December 2013 and May 2014

End of PDP Cycle Review: May 2014


Social Studies Teacher: _________________________________ _______
(Teacher Signature) (Date)

Department Chair: ____________________________________ _______
(Department Chair Signature) (Date)

Approved by Principal: ________________________________ ________
(Principal Signature) (Date)

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Artifact for Standard 1: A Vision of Learning

Names of Artifact(s): Benjamin Banneker Middle School Social Studies Department: Monthly
Instructional Focus Matrix, Monthly Lesson Plan Submission Template, and Lesson Plan
Review and Follow-Up Matrix.

Date: November 08, 2010



Artifacts
The artifacts listed above illustrate my role as department chair of the Social Studies Department with
developing a systematic plan to promote a monthly departmental instructional focus and teacher
consistency with developing and delivering rigorous and meaningful instruction.
The Monthly Instructional Focus Matrix, Monthly Lesson Plan Lesson Plan Template, and Lesson Plan
Review and Follow-Up Matrix was developed as a result of a meeting between members of the
Instructional Leadership Team, on Tuesday, September 07, 2010, who were discussing ways to create a
more rigorous instructional program for students during the 2010 – 2011 school year.

After making Annual Yearly Progress (AYP) for the previous physical school year, the Community
Superintendent of Schools wanted the Instructional Leadership Team at Banneker to focus on improving
teacher instruction. The Community Superintendent thought this would be the best course of action to
ensure the school would make AYP for the second straight year, and be removed from the Maryland State
Department of Education school improvement list. All department chairs were given the task of
developing an instructional focus plan for teachers in their department. At the conclusion of the meeting,
the leadership team agreed to assess the progress of teacher instruction by reviewing their monthly lesson
plans.

On Monday, September 13, 2010 the Social Studies department held its monthly staff meeting. The
agenda for the meeting focused on developing an instructional focus for the department. Department
members shared their thoughts on what areas of instruction needed to be improved across all grade levels.
After the meeting, I used the information provided by the teachers and my own ideas (shared vision) to
develop a monthly instructional focus, lesson plan template, and a form to assess the implementation of
key areas of the department instructional program. The department monthly instructional focus and lesson
plan format was reviewed with teachers the following Monday, prior to the start of the regular school day.

Following the implementation of the monthly instructional focus plan and lesson plan template, the Social
Studies Department instructional walk-through team began to see greater consistency from teachers with
demonstrating planning for rigorous instructional practices. In addition, the review of departmental lesson
plans by the Instructional Leadership Team showed that teachers were making progress with supporting
the instructional vision of the department and school.

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Artifact for Standard 2: School Culture and Instructional Program

Names of Artifact(s): Informal Teacher Observation Write-Up and Social Studies Department
Instructional Walk-Through Capture Sheet

Date: November 03, 2010



Artifacts
The artifacts listed above illustrate my role as department chair of the Social Studies Department that
requires me toevaluate the instructional practices of teachers in which I supervise. The format of the
informal teacher observation write-up is derived from the Montgomery County Public Schools handbook
on the six standards of teaching. The Social Studies Department Instructional Walk-Through Capture
Sheet was developed as a result of the need to give meaningful and immediate feedback to teachers on
their instructional practices. In addition, the instructional walk-through form was developed to follow-up
with teachers on improving certain aspects of their instruction following an informal or formal
observation.

On Wednesday, October 20, 2010 I conducted an informal observation of Ms. Sabrina Khan who is a new
teacher in the Social Studies Department at Banneker Middle School. On this day, I observed Ms. Khan’s
sixth period world studies class. While observing Ms. Khan’s world studies class, there seem to be an
area of instructional concern regarding her ability to plan ―purposefully‖ for instruction. Ms. Khan’s
inability to give students the opportunity to summarize their learning of the lesson objectives led to her
not meeting standard three (teachers know the subjects they teach and how to teach those subjects to
students) of the MCPS handbook on the six standards of teaching. When Ms. Khan and I convened at the
post-observation conference, it was brought to her attention that she needed to put more emphasis on
purposely planning each activity she wants students to complete during the lesson. I offered to assist Ms.
Khan with improving her instructional practices in this area. However, she ensured me that she knew how
to correct the error in her instruction and would like for me to revisit her class on another occasion. I
agreed to revisit her class on another occasion, unannounced, to conduct an instructional walk-through to
look for purposeful planning in her instruction.

On Wednesday, November 03, 2010 I conducted the follow-up instructional walk-through of Ms. Khan’s
sixth period world studies class. Ms. Khan was well provisioned for the class. Ms. Khan used flexible
grouping to seat students for the lesson activity. Ms. Khan’s lesson objective was reviewed with students
and she explained the importance of the mastery objective. Ms. Khan also used ―calling sticks‖ to
purposely call on students who were Maryland State Assessment (MSA) focus kids who needed
additional opportunities to practice responding to critical thinking questions. When Ms. Khan and I
reconvened the following day to review my notes from the instructional walk-through, using the
instructional walk-through capture sheet, she was presently surprised to see that she had made the proper
adjustments to her instruction to meet standard three of the MCPS handbook on teacher instructional
practices. Following our meeting, I continued my monthly instructional walk-through of her classes and
classes of other teachers in the Social Studies Department. The instructional program of the Social Studies
Department has significantly improved as a result of the evaluation process implemented this school year.

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Artifact for Standard 3: Management

Names of Artifact(s): Benjamin Banneker Middle School Social Studies Department: Grading
and Reporting ProtocolsMonitoring Tool; Benjamin Banneker Middle School Social Studies
Department: Grading and Reporting Consistency ChecklistEvaluative Tool

Date: October 29, 2010



Artifacts
The artifacts listed above illustrate my role as department chair of the Social Studies Department
with developing a systematic plan to promote grading and reporting consistency across grade
levels. The grading and reporting protocols and grading and reporting consistency checklist was
developed as a result of a meeting between my staff development coordinator and the
administrator assigned to my department. The artifacts were developed as a result of the
collaborative meeting held on Friday, October 01, 2010.

After reviewing teacher midterm grade books, for the first quarter, with the staff development
teacher and subject area supervisor, there appeared to be some concern regarding teacher grading
and reporting consistency within the Social Studies Department. As a result of the meeting, the
three of us came to an agreement on some protocols that teachers needed to follow in the future
when assigning student grades. I was given the responsibility of developing a monitoring tool
and evaluative tool for my department. At the conclusion of our meeting, we agreed to revisit
teacher grade books near the end of the first marking period to see if grade level cohorts grading
and reporting would be more consistent by the end of the first marking period.

On Monday, October 04, 2010 the department held its monthly staff meeting. A good portion of
the meeting agenda involved the discussion around grading and reporting consistency. Teachers
were given a chance to review their grades for the midterm reports and given feedback on how to
be more consistent with grading and reporting among grade level cohorts. I presented the
monitoring tool and evaluative tool for grading and reporting which teachers needed to use for
the remainder of the first quarter. Teachers were made aware that they needed to submit a copy
of their Grading and Reporting Consistency Monitoring Tool to the department chair every two
weeks.

On Thursday, October 28, 2010 a meeting was held to take a second look at the grading and
reporting consistency results, for the first quarter, within my department. I attended the meeting
along with the staff development teacher and my subject area administrative supervisor. I opened
the meeting by explaining the steps I had taken to address the problem of grading and reporting
inconsistency within my department. After given a brief overview of the course of action I took
to address the problem, the staff development teacher opened up grade books of teachers who
teach the same subject to see if there had been any improvement since the midterm reports.

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After reviewing teacher grade books for a second time, following the implementation of the
grading and reporting monitoring tool and evaluative tool, we were able to observe greater
consistency with the reporting of grades among grade level cohorts. Everyone in attendance at
the meeting agreed that the department needs to continue with full implementation of the grading
and reporting monitoring tool and evaluative tool. The grading and reporting consistency tools
will be utilized for the remainder of the 2010 – 2011 school year. After the final marking period
has ended, the staff development teacher, subject area supervisor and I will assess how effective
the tools were with promoting grading and reporting consistency within the department.

Finally, due to the vast improvement with grading and reporting consistency among the
department, administration is considering adopting the monitoring tool and evaluative tool model
to implement school-wide.

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Artifact for Standard 4: Collaboration with Families and the Community

Names of Artifact(s): Benjamin Banneker Middle School: PTSA Staff Membership
Recruitment Letter

Date: October 18, 2010



Artifact(s)
The artifact listed above illustrates my role as a liaison between parent members of the PTSA
and staff members at Benjamin Banneker Middle School. In recent years at Banneker Middle
School, the lack of staff (teacher) membership in the PTSA has led to a negative relationship
among teachers and parents within the community. At the last PTSA meeting held on Tuesday,
October 12, 2010 the PTSA President discussed the need to have someone take on the
responsibility of getting staff members to join the PTSA. I accepted the responsibility and
eventually decided to solicit teacher support for the PTSA by drafting a letter. The artifact was
developed as a way to promote teacher involvement in the PTSA by having them first pay their
membership dues for the 2010 – 2011 school year.

I have been teaching at Benjamin Banneker Middle School since August of 2003. When I first
joined the Instructional Leadership Team in 2005, there was major concern around the issue of
parents and teachers not working together to improve communication between the two stake-
holder groups. In fact, on many occasions parents and teachers would hardly ever be seen
working together at Back-To-School Night, School Dances, or PTSA meetings.

Over the past few years, I have been contemplating on how to go about improving the
communication between staff members and parents. During this current school year I decided to
become an active member of the PTSA at Benajmin Banneker Middle School. One of the first
assignments the PTSA president gave me to work on was recruiting new members (teachers) in
to the association. I knew this would be a difficult job based on the history between the two
groups (parents and teachers). I started the task by thinking of a way to reach the majority of the
staff without having to meet with each staff member directly. This process eventually led to me
drafting a general letter to staff members at Banneker.

The staff letter sent out to teachers made a general request for staff members to support the
PTSA through helping to provide funds for social events, community outreach programs, and
educational opportunities for students and teachers. The staff letter generated a large response
from the staff that was not really sure how to support the PTSA since the school did not have a
president at the beginning of the school year. I will continue collecting staff membership dues
through next week. I will report out to PTSA board members on Tuesday, November 9, 2010 on
my efforts to raise revenue for the association.

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Artifact for Standard 5: Acting with Integrity and Fairness, and in an Ethical Manner

Names of Artifact(s): Controversial Advisory Reading on Pakistan’s Staggering Disaster

Date: September 23, 2010



Artifacts
The artifact listed above illustrates my role as a member of the school leadership team who is responsible
for treating all staff members with integrity, fairness, and always acting in an ethical manner. The artifact
is an article which was used as a school-wide reading exercise for students during advisory (Maryland
State Assessment prep class). The reading itself discussed some recent economic/environmental problems
the people and government of Pakistan were currently facing. However, the reading questions students
needed to answer, following the reading, were not a direct match to the article. In fact, the questions
created some animosity between a Muslim teacher in my department (Social Studies)and the English
department chair that was responsible for selecting the reading for student advisory classes.

The day after students read an article on Pakistan, the English department chair approached me to discuss
what he was hearing from another teacher in his department about one of the Social Studies teachers
being upset with the advisory reading article. The teacher was Muslim and apparently she took offense to
the racial undertone of the reading questions at the end of the article. A few of the questions asked the
following:

What is the nature of the ―extremist groups‖ in Pakistan?
What is the relationship between the U.S. and Pakistan?
How do Pakistanis view the U.S.?
How does the Afghanistan war affect Pakistan?

The English department chair asked me if I could talk with the teacher in order to de-escalate the issue
between both of them over the advisory reading article. I told the English department chair that I would
be willing to assist him in helping to solve the problem. However, I also stated to the English department
chair that he needs to look at the issue from both sides of the lens. Although the issue could have been a
misinterpretation on both parts, the offended teacher’s reality is her reality. Once we concluded our
conversation about the issue, I went to visit the seventh grade social studies teacher who was offended by
the advisory article. When arrived to her class, I asked the teacher to give her thoughts about why she felt
the way she did about the article. I never attempted to justify what was or was not in the article or attempt
to make it seem like it was all one big misunderstanding. However, I did ask her how we can better
communicate with each other as a school to ensure that another culturally sensitive article is not placed
before the staff and student body in the future? I wanted the teacher to feel like her feelings and opinions
were being heard and that she was also going to be a part of the solution to make sure something like this
would not happen again. At the conclusion of our meeting, I apologized for the controversial and
offensive nature of the article and ensured her that the advisory reading selection team will take a closer
look at articles in the future before they are selected. The issue was resolved to the satisfaction of the
teacher without involving the Principal or other school level administrators.

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Artifact for Standard 6: The Political, Social, Economic, Legal and Cultural Context

Names of Artifact(s): Co-Teaching Model Job Responsibilities Checklist, Special Education
Accessibility Planner, and Special Education Accommodation Quick Reference Guide

Date: December 20, 2010



Artifacts
The artifacts listed above illustrate my role as department chair of the Social Studies Department that
requires me toevaluate the instructional practices of teachers who are responsible for meeting the
educational needs of all students. The Co-Teaching Model Job Responsibilities Checklist, Special
Education Accessibility Planner, and Special Education Accommodation Quick Reference Guide was
developed to assist regular classroom teachers and co-teachers, in the Social Studies Department, with
meeting the educational needs of Special Education students placed in their classes as a result of full-
inclusion state laws.

Prior to the start of the 2010 – 2011 school year, the Social Studies Department at Benjamin Banneker
Middle School was one of two departments school-wide that had not participated in full-inclusion
classrooms. However, new Special Education laws for the state of Maryland required all schools to
eventually move toward full-inclusion classes. The Principal and his staff decided to move forward with
the full-inclusion model school-wide for the 2010 – 2011 school year. At the start of the school year,
many teachers in the Social Studies Department were feeling a great deal of anxiety about teaching under
a co-taught model of instruction. After a month into the school year, teachers in the department were
frustrated with the lack of academic production of the Special Education students and did not know how
to address the problem in the classroom. In addition, teachers were also frustrated with the lack of
instructional knowledge of their co-teachers and work production. During the month of November
department meeting, following the conclusion of the first marking period, the teachers and I developed
some strategies to assist the Special Education students with improving academically and I developed a
Roles and Responsibilities worksheet for the general education teacher and para-educator to agree upon
some assigned classroom tasks.

Three weeks into the second quarter, teachers in the department were beginning to have more success
with providing the proper academic support for special education students in their classes. Teachers were
using the Accessibility Planner more often when planning instruction and were using the
Accommodations Quick Reference Guide to gather strategies for simplifying instructional concepts,
identifying appropriate instructional resources, and modifying testing documents. As a result of
promoting the importance that all students can learn, teachers began to see a vast improvement in the
academic grades of their special education students and began to build better working relationships with
them. Although moving to a co-taught model of instruction was somewhat difficult for teachers in the
beginning, they eventually realized that all children have the same right to a ―free and appropriate
education‖ no matter what their intellectual limitations are they posses.

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ISLLC Standard I: An education leader promotes the success of every student by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared
and supported by the community.

The Opportunity

Joe was ready and anxious to find a principalship. He had taught in public schools for ten years.
During that time, he had distinguished himself as a classroom teacher, curriculum innovator, and campus
leader. During the last three years, Joe had completed his master’s degree and principal certification.

Joe was recommended by his university professors for a high school principalship, and the
superintendent of the school district needing a principal asked Joe to come to interview with him and the
school board. Although the school district was over 200 miles from his present home, Joe knew that the
high school had a good reputation in academics and student activities. The school was not too big, nor
was it too small. It was an ideal setting for a new principal to gain experience.

Joe knew that in two years the principal of his present high school (a truly outstanding and high-
paying high school and community) was planning to retire. Joe’s principal had already talked to Joe about
taking his position when he retired, but he emphasized how important it was for Joe to obtain some
experience at a smaller school. The principal, and Joe, too, felt that the superintendent, school board, and
site-based management committee would have a much easier time accepting Joe as a principal if he had
―proven‖ himself elsewhere. In fact, Joe’s principal had already been talking with the superintendent and
school board about bringing Joe back as principal after he had gained experience elsewhere. Everybody
seemed to think that Joe’s chances we’re good to be named principal of his current school after gaining
experience and showing his ability elsewhere.

Upon learning of his selection for an interview, Joe decided that he would call the superintendent.
To his surprise, the superintendent invited Joe to come over for a visit. Joe left early one morning and
planned to spend all day at the school. The superintendent and Joe hit it off immediately. It was as if they
had known each other for years. Joe knew that this was the job he wanted.

As the day wore on, the superintendent called Joe into his office and shut the door. ―Joe, he said,
―I think that I can work well with you. The Board will listen to my recommendation. However, I cannot
answer the questions the Board will ask you. I know that one of the major issues in the selection of a
candidate will be whether they are considering this a long-term commitment or just a stepping
stone. The other two candidates have both stated that they want to come into our community and make it
their home. You need to think long and hard how you want to answer the question when it comes up. I
can honestly say that someone who does not consider this a long-term commitment will have a slim
chance of getting the job‖.

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Questions for Consideration/Discussion

A. What answer would you give to the “big question” from the Board? Why?

I would accept the position and state that I would agree to join the community long-term.
Nothing in life is guaranteed, so I would not put all of my marbles in one jar. The
principalship that was being guaranteed to Joe might not ever be delivered on. Also, the
community of a school plays an important role in choosing a school leader, so there is no
guarantee that I would be granted the principalship at Joe’s current school.

1. What is your ultimate career goal?

My ultimate career goal is to become Superintendent of a public school system and/or
President of a university.

2. What are your plans to achieve this goal?

First, I will complete my Masters of Arts Program in Administration and Supervision.
Second, I will seek the position of an Assistant Principal in the county where I
currently work, or another county that is looking for innovative leaders.
Third, I will further my education by applying for admittance into a doctorial program for
Educational Leadership.
Finally, while I am finishing up my doctorial program in Educational Leadership, I will work
toward achieving a principalship.

3. Does your career goal and plan to achieve it have any bearing ultimately on your ability
to develop a shared mission/vision for your school?

Yes. The ability to develop a shared mission / vision for my school is important because it
will allow me and the people who work for me to be able to accomplish their professional
goals.

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B. What ethical questions are raised by this case?

Should personal gain be put before the needs of the people you’re serving within a
community?
Can a leader truly develop a school mission / vision in which they’re not fully invested in
the lives of the staff, children and the community?

1. Is the popular notion “You should tell the truth, but you don’t have to tell all the truth”
ethical in this kind of a situation?

I believe it is ethical to not divulge too much information that will hurt someone’s chances of
moving forward with achieving their professional goals. Was it ethical for the superintendent and
Joe’s current principal to guarantee Joe a principalship without interviewing other candidates or
speaking with teachers and parents?

2. Is it fair for the school board seeking a new principal to expect that the person
employed commit to staying a long time?

I believe it is fair to have a principal candidate agree to a set time period in which they would take
on the responsibility of turning around a failing school or enhancing the academic performance of
a school that was already excelling academically. However, personnel changes are made all the
time by school boards and Superintendents without the consent of the administrator, teachers,
students or the community.

C. Briefly describe a similar ethical dilemma between your interests and those of your
employer you have experienced, and how you resolved it:

There was a situation two years ago when I was interviewing for my current school position as
Social Studies content specialist. During the interview, I was asked by my principal if I was planning to
take on the position for an extended period of time. I told my principal that I would serve in the position
until I was called upon by the community superintendent to take a job as an administrator, once I
completed my administrative and supervision program. I did not commit to taking on the role of Social
Studies Content Specialist long-term because I believed my previous work performance would be
justification for why I was the best candidate for the job. Stability is important in education but it does not
guarantee that a department or school will be governed efficiently.

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ISLLC Standard II: An education leader promotes the success of every student by advocating,
nurturing and sustaining a school culture and instructional program conducive to student learning
and staff professional growth.

Alternative Lifestyle

Ms. Jones is a teacher and coach in Troublesome I.S.D. Although she is relatively new to the
district, she has proven herself to be both competent and dedicated to her students. She is well-respected
among her colleagues, and the students think highly of her as well. However, Ms. Jones is not like most
other teachers; she is gay, and she has a female friend with whom she lives.

As word begins to spread that Ms. Jones is ―different‖, her colleagues pay no mind simply
because they indicate ―they knew all along…now it’s just confirmed.‖ However, the students aren’t quite
sure what to think of this. In fact, many students begin to find humor in ridiculing and harassing the
teacher, both verbally and in writing. Parents begin calling the school requesting to have their child
removed from Ms. Jones’s class simply because they do not agree with her choice of lifestyle.

Mr. Jackson, the school, principal, is once again feeling pressure. While Ms. Jones is a good
teacher, the fact that she is different is causing problems among students and parents, and many of them
want her out. On the other hand, Ms. Jones maintains that she has rights, too; she has the right to work in
an environment where she is not harassed and ridiculed, especially since she is very careful to keep her
private life separate from her professional life.


A. Does Ms. Jones have the right to maintain her preferred lifestyle without harassment or danger
to her teaching career?

Yes. Ms. Jones has the right to publicly make know her preferred lifestyle without harassment or danger
to her teaching career. Ms. Jones advocacy rights are protected by the First Amendment as long as her
personal conduct does not incite imminent lawlessness.

1. Does your response or position on the above question impact your ability to “nurture and
sustain a culture of trust, learning and high expectations” for your school? Why or why not?

No. All school personnel decisions that are based upon ethical issues have to be in compliance with
federal, state, and/or local laws. Laws are put in place to protect the civil rights of students, parents and
teachers. Using legislation to create a nurturing environment for all stake-holders would be useful in
prompting all school personnel to get on board with supporting and developing a positive school culture.

2. How would you justify Ms. Jones’s right to privacy in her personal lifestyle?

Ms. Jones advocacy rights are protected by the First Amendment as long as her personal conduct does not
incite imminent lawlessness.

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B. Do parents have the right to choose who will teach their children?

No. Parents do not have the right to choose the teacher of their children. However, as the lead
administrator of a building it might be necessary from time to time to make concessions to parents if the
student – teacher match will create the best academic outcome for children.

1. What is the role of parents with regard to school instructional matters?

The role of parents in a school community is to support the instructional vision and mission of the
school. All stakeholders, including parents, should have a say in the type of curriculum they
would like their children exposed to at school, but parents should not have the right to pick and
choose their children’s teachers.

2. How would you achieve an understanding of the parent role in the school?

I would incorporate and understanding of the parent role in the school where I work by
highlighting their role in the school mission statement, school improvement plan, and
consistently reinforcing their partnership in the school at Parent-Teacher-Student-Association
(PTSA) meetings.

3. Does your view on this question have an impact on your ability to :( why or why not?)

a. Create a rigorous and aligned curricular program?

No. The goal of any educational program is to meet the educational needs of all students. Parents,
staff and students input into school instructional issues are always welcome and are taken into
consideration when developing any educational program. However, the final decision made about
a school’s educational program will be based on the needs of its most important clients, children.
Parent’s instructional needs and/or wants do not come first because not all children have parents
advocating for what they believe is best for their learning.

b. Create a personalized and motivating learning environment for students?

No. Again, the overall instructional goal of a school is to meet the needs of all students. The call
for addressing the instructional needs of high academic achievers at the school where I work
would receive the same attention as when attempting address the needs of low academic
achievers.

C. Is the school principal responsible for maintaining standards of conduct for teachers, or should
this be left to the school board and/or legal authorities?

The principal is responsible for establishing and maintaining a school culture of tolerance toward
individuals who are somewhat different from the majority of people in the school building. Those
differences could be classified by race, gender and/or sexuality. The principal has to model the cultural
expectations of the school so that staff and students will fall in line with emulating those same
expectations.

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1. Does your response impact your ability as principal to: (explain why or why not?)

a. Supervise and evaluate instruction

No. Holding all members of the school community to the same academic standards and social
expectations should make it easier to evaluate instruction in a school building.

b. Develop instruction capacity of staff

No. The ability of a principal to develop the instructional capacity of his/her staff should be easier
to develop if all school personnel understand the academic expectations for the school.

c. Maximize time spent on quality instruction

No. If school personnel (teachers) understand the academic expectations for student learning then
the ability of the principal to maximize teacher time spent on developing and delivering quality
instruction to students will become part of the school culture.

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Vignette III: Question of Duty

ISLLC Standard III: An education leader promotes the success of every student by
ensuring management of the organization, operation, and resources for a safe, efficient,
and effective learning environment.

A Question of Duty

Metropolitan Independent School District is an urban school district facing the
challenges of many urban districts-crumbling facilities, budget cutbacks of favorite student
programs, a large number of teacher vacancies and uncertified teachers, a high dropout rate,
poor teacher morale, and numerous cases of student violence…not unlike some in the
Washington/Baltimore metropolitan area.
You are the principal of Martin Luther King, Jr., High School, and you know that the
school has had the reputation of being one of the ―worst‖ schools in a less-than-good school
district. In fact, you have been unsuccessful in filling twelve permanent teaching positions
since you arrived at the school three years ago. However, you and a few dedicated teachers
have been diligently working to change the culture of the school into a ―safe haven of
excellence‖ where students can be successful.
One of the dedicated teachers who have helped to spearhead this effort has been Mrs.
Queno, the physics teacher. When Mrs. Queno first came to the school two years ago, she
only had one physics class, because students were simply terrified of the word ―physics.‖ But
she has single-handedly turned this program around. She has given up her weekends and
evenings to tutor her students on their assignments, coached teams in academic competitions,
and even helped her students design their first robot for a state robotics competition. The
students love her and are now excited about learning physics.
During the last month, however, you have noticed that Mrs. Queno has been
distracted. She has missed several faculty meetings and has not been available for tutoring in
over two weeks. Her students have come to you asking why Mrs. Queno has not had meetings
with the Robotics Club, and you have even seen her crying softly in the teacher workroom.
When you tried to question her, Mrs. Queno mumbles something and quickly left the room.
You decided to talk to Mrs. Queno and went to her room after school. She was talking
to another teacher in the hall when you arrived, so you went in her room to wait. While
standing near her desk, you noticed an official notice on her desk saying that her five-year
visitor’s visa had expired two years ago. You then decided to leave the room and investigate
further before talking to Mrs. Queno, telling her that you needed to go back to the office.
Upon checking with immigration officials and the social security office in
Washington, you found that the social security number Mrs. Queno has been giving to the
school district does not exist and that, indeed, her visitor’s visa has expired. The immigration
office had lost contact with Mrs. Queno and assumed that she had left the country. She has
been giving a false social security number to the school district in order to keep her teaching
position and stay in the United States. You now know that Mrs. Queno has forged a social
security number and is an undocumented immigrant working in your school. It is
unlikely that she will be able to stay in the country legally while trying to get a permanent
visa.

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A. How would you handle this matter?

I would first hold a private conversation with Mrs. Queno to see if there had been some kind of
misunderstanding about the status of her visa. If there was no misunderstanding about the status
of her visa, I would then ask Mrs. Queno if she had taken any action to correct the matter. If not,
I would then explain to Mrs. Queno that although she is a great asset to the school I must comply
with federal law and release her from her current teaching position she has been assigned at the
school. In addition to releasing Mrs. Queno from her assigned teaching position, I would also
need to inform the school district’s human resource office about the dismissal of Mrs. Queno on
the grounds of being an undocumented worker (illegal immigrant).

1. Is it your duty, (as part of your responsibility “to manage, monitor and evaluate”
school operations) to report Ms. Q to the authorities?

It is not my duty to report Mrs. Queno to the authorities but it is my duty as leader of the building
to notify the proper school system officials and to provide teachers and students with a safe and
orderly learning environment.

B. Since no one has asked you about Mrs. Queno’s immigration status and you first
learned about the situation by inadvertently reading her private correspondence, does this
alter your obligation to your duty to “promote and protect the welfare and safety” of
students and staff?

No. The safety of staff and students is of supreme importance and must be consistently sustained
by the school building leader. Mrs. Queno’s immigration status should not be looked upon as a
private matter due to the fact that the school leader is responsible for the well being of all
personnel working within the school building. Also, due to the fact that Mrs. Queno’s had given
a false social security number to the school district, it is very possible that her true identity is
unknown to school officials. Mrs. Queno might be the best teacher at Martin Luther King, Jr.
High School, but she also might have a criminal past. The responsibility to maintain the safety of
students and staff members would lead me to informing Mrs. Queno that she would be removed
from her position effective immediately and central office would be informed about her giving
false information regarding her identity and immigration status.

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C. Is failing to report an unlawful act the same as lying about it? Can you justify
“forgetting” about the matter as: (explain why or why not?)

No. Failing to report an unlawful act is not the same as lying about it. However, there is no
justification which can be used to explain why someone intentionally failed to report an illegal
act.

1. Doing what’s best for her students?

Knowing that Mrs. Queno’s immigration status could have severe instructional implications for
her students, it would be best for her students to begin the process of moving on with a new
instructor instead of being taken on an emotional roller-coaster ride waiting to see what the
outcome would be regarding Ms. Queno’s visa status.

2. Protecting teacher and organization time and focus to support instruction?

Allowing the issue of Mrs. Queno’s immigration status to drag-on without resolutionwould
impact student learning in a negative way. In addition, the uncertainty of Mrs. Queno’s
immigration status could also have a negative impact on the culture of the school building as
well.

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ISLLC Standard IV: An education leader promotes the success of every student by
collaborating with faculty and community members, responding to diverse community
interests and needs, and mobilizing community resources.

A Parent Complaint

You are the principal of a K-8 school, and you have been working to develop harmonious
relations between the school and the community. Thus, you were dismayed when several parents
dropped by your office, ostensibly to talk about parents’ night but actually to complain about Mr.
Jones. All three claimed that their children are terrorized by his loud manner and aggressive
tactics. Mr. Jones has taught in the district for five years and has always been respected and
admired by kids and teachers alike.

In the past, Mr. Jones has taught sixth and seventh grade and coached the soccer team.
Jones, who lettered in two sports in college, was a physical education minor. He is one of only
five men in this elementary school of twenty-six teachers. This year he was assigned to third
grade, which he welcomed. You thought it would be useful to introduce a male role model earlier
in the school program. Jones agreed; he likes kids. You have observed him in the classroom
more than a dozen times during his tenure and there is no question in your mind that he is a
knowledgeable and skillful elementary teacher. The kids learn in his classroom.

As part of a school based management project started in the district this year, the teachers
in your school have elected a supervisory council to improve the instructional performance of the
faculty. The council is strictly a teachers’ group; the principal is not a member. This is the
council’s first foray into faculty management; the faculty is eager and well-meaning, but a bit
hesitant.

On the one hand, it might be best to handle this matter informally and discreetly. Jones is
a popular and easygoing teacher with whom you have good personal and professional relations.
On the other hand, you do have a supervisory council to deal with such matters. Your teachers
are professionals. They claim they want to be much more involved in the management of the
school.

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A. Is this a case in which you initiate teachers in the management of the school? Why or
why not?

My first response to the scenario presented within this vignette is that the school based
management supervisory council should not be able to exclude the instructional leader of the
school, the principal, from being able to attend council meetings. The number one responsibility
of the instructional leader of the building is to improve instructional practices of teachers.
Second, the issues involving Mr. Jones goes beyond that of just addressing instructional concerns
of parents. The concerns of parents seem to involve more personal issues surrounding
relationship building with students in which the intimate details of the parent’s complaints
should be discussed between the principal and Mr. Jones.

B. Should you talk to Jones about this matter before making any decisions?

The principal should always listen to both sides of the story, parent and teacher, before making
any instructional decisions. In fact, the principal might also want to interview a few students to
get their take on the atmosphere of Mr. Jones classroom. This is important because elementary
and middle school students experience fewer male teachers than what they would experience in
high school which can lead to young students sometimes having trouble adjusting to male
personality traits.

C. Is this an issue simply among you, Jones, and the parents?

No. The issue involves the principal, Mr. Jones, parents, and students. The school based
management supervisory council would be excluded from the meetings held to resolve this issue.

D. Under what conditions should the teachers of the supervisory council be involved?

If the principal concluded that the complaints of parents did not warrant corrective action, after
meeting with Mr. Jones and a few of his students, he could assign members of the supervisory
council to work with Mr. Jones on developing instructional strategies for working with younger
students. Mr. Jones instructional techniques in the classroom may need fine tuning in order to
meet the learning styles and emotional needs of his third graders.

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ISLLC Standard V: An education leader promotes the success of every student by acting
with integrity, fairness, and in an ethical manner.

A Teacher Becomes Ill

One of the best and most dedicated teachers in the middle school of which you are
principal becomes very ill one day during school and has to be taken home. You then realize that
this teacher has not looked well or shown her usual vitality lately. The next day her husband calls
to say that she will need a few days to recover from an illness so you obtain a substitute teacher.
You learn through a mutual friend that the teacher has been hospitalized, and you call the
husband to inquire about her situation.

The husband assures you that the teacher will be returning. However, he states that a few
days will be needed for her recovery and that the teacher will return to work in two weeks. You
learn from other sources that the illness was major, that the teacher underwent emergency
surgery, and it was determined that she had inoperable brain cancer.

The teacher returns to work; however, she looks tired and frail. When you go to her room
after school and ask about her health, the teacher admits that the doctors have diagnosed a brain
tumor, but that it does not appear that surgery will be advisable, due to the location of the tumor.
The long-term prognosis is not good, although she has been told that continuing to teach will not
hasten the spread of the cancer. Indeed, the doctors advise her to continue to be as active as
possible for as long as possible.

During the next few months, the teacher’s vitality and effectiveness gradually decrease,
and it begins to be obvious that student progress is being negatively affected. However, students
do seem to be learning some valuable lessons about life, about helping those in need, and about
cooperation as they assist the teacher with daily tasks and help each other with their lessons.

You discuss the situation with the teacher and suggest that she take disability leave,
followed by early retirement. Becoming very emotional, she reiterates the advice of her doctors
to remain as active as possible for as long as possible, stating that her continuing to work with
her students is all that keeps her going. Teaching has been her life’s work, and to force her to
quit before it is absolutely necessary will make it increasingly difficult for her and her family to
deal with her illness and probable early death.

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A. As principal, what should you do to balance the needs of the teacher, her family,
and her students, and to see that students get the best possible results from their
school experiences?

What the principal is allowed to do about the ill teacher’s professional teaching status at the
school is partially dependent upon what the teacher contract laws state regarding the continual
employment of physically and/or mentally impaired teachers.

1. Are there sources of information relative to this case that you should consult
before making any decisions about it?

Yes. The principal should consult the school district’s teacher union representative in order to get
an idea of what the labor rights are of the ill teacher. Also, the principal should contact the school
district’s Employee Assistance Program to get advice on how to support the mental health needs
of the ill teacher.

2. Are there additional options that you should consider, other than allowing the
teacher to work full-time or not at all?

The teacher has the right to fulfill the obligation of her teaching contract if she is physically able
to do so. However, the principal can suggest to the teacher of possibly going to part-time status
to relieve some of the stress placed upon him/her by way of teaching. Regardless of what
alternative employment option is presented to the teacher, the idea must be presented to the
teacher in a sensitive and professional manner.

B. What school board policies or laws might apply to this situation?

Before the principal holds a conversation with the ill teacher, he/she should become familiar with
the Family Medical Leave act of 1993 which allows for a teacher to take a leave of absence up to
sixty days due to personal or family illness. Second, the principal should also be familiar with the
American Disability Act of 1990 which prevents individuals from being discriminated against on
their job due to a physical and/or mental impairment.

C. If what is best for the teacher conflicts with what is best for the students, which should
prevail? Why?

The educational and emotional needs of the students always come first in the education
profession. The desire of the ill teacher to remain in the classroom while her health and teaching
ability is declining is commendable, but if teaching and learning is not happening in the
classroom at a high level then the principal needs to do what is best for the students. Doing what
is best for the students could mean asking the teacher to step down if they are no longer able to
perform their teaching duties stated within the teaching contract.

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ISLLC Standard VI: An education leader promotes the success of every student by
understanding, responding to, and influencing the political, social, economic, legal, and
cultural context.

*Fines and firing for test cheats

Carroll county teacher’s face a wide range of penalties after two teachers said to copy
MSA…Two Carroll elementary teachers allegedly reproduced worksheets based on previous
MSA Tests and shared with their colleagues…As their principal, how would you respond?


A. What would be your first steps, following disclosure, before acting?

I would speak with the person who made school officials aware of the testing violations to make
sure that testing irregularities had in fact been made by employees of the school.

1. What issues would you consider before acting?

A few issues I would consider before acting is whether or not the allegations are true, and who
are the people involved in the testing violation incident? I would want to speak with the accused
party before notifying school board officials.

2. Who would you consult and why?

As the principal of the elementary school, I would first consult with the Community
Superintendent or Superintendent of the school district. The Community Superintendent and/or
Superintendent are responsible for making sure teacher and administrative duties are being
carried out, at each school, under their supervisory domain. The Superintendent of the school
district would then notify the Maryland State Department of Education (MSDE).

3. What immediate action do you take?

There would be no immediate action I could take to discipline the accused teachers. Under
Maryland law, a school district is required by law to conduct a thorough and impartial
investigation of any allegations of testing irregularities. If the allegations are proved as being
true, the elementary school and the school district could face sanctions that include removal of
the accused party from teaching in Maryland, invalidation of test scores at the elementary school,
and Carroll County school district not meeting Adequate Yearly Progress (AYP) at the
elementary school level.

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B. Considering the larger political, social, economic and legal aspects of this incident:

1. What are the rights of the accused teachers?

Under the American judicial system, the accused is considered innocent until proven guilty. Therefore,
teachers cannot be removed from their teaching position until a full investigation has taken place.
However, depending upon certain teacher contract laws a school system might be able to suspend the
accused party with pay until the investigation is complete.

2. What is your role as principal in managing this incident?

My role as principal in managing the event is to protect the rights of the accused and organize a well
constructed response to teachers, students, and parents regarding the implications of the testing
allegations.

3. What do you communicate about the incident to the remaining staff, superintendent,
Board of Education, and community?

I would keep the staff and community informed about the present allegations and what steps are being
taken by the school district and the Maryland State Department of Education to resolve the issue.

C. What steps do you take to ensure future test security?

As the principal of the school, I would take the following steps to ensure future test security:

Assign an administrator to be responsible for reviewing testing procedures and violations with
teachers; it should be made clear that teachers can lose their teaching certificates for minor and
major violations
Develop a system of having teachers sign-in for pick-up of testing materials and sign-in for drop-
off of testing materials
Make sure all MSA testing materials are in a secured place where only the principal and assistant
principals have access

D. Briefly describe a situation you have recently encountered in your work as a teacher or
administrator intern that illustrates an ethical dilemma…and how you acted to resolve it:

About two years ago there was a situation involving a teacher in my department who was mishandling
field trip funds. The teacher was using funds she collected from students, for the field trip, to purchase
pizza for her classes that were doing well academically. Although the teacher stated she planned to submit
to the financial secretary funds she ―borrowed‖ from the students at the end of the week, as the field trip
sponsor I felt it was necessary to inform the school financial secretary of the issue. As the school field trip
sponsor, any issues that came to light about the misuse of student field trip funds would have fell upon me
if I neglected to inform the appropriate school officials.

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Professional Development Plan
End of Year 1 – Leadership Practice
Name: Lorenzo R. Prillman Date: July 01, 2011



Educator’s Current Educational Assignment: Principal





Duration of Plan: From July 01, 2011 to July 01, 2014

Check – In Dates: January 2012, July 2012, January 2013, July 2013 and January 2014

End of PDP Cycle Review: July 2014


Key Note: Prior to developing a professional development leadership plan, principals should
spend their first year on the job reviewing their school district’s goals (School District
Improvement Plan), their school’s goals (School Improvement Plan), and keeping a reflective
leadership journal that documents the many challenges faced by the novice principal during
his/her first year in practice. Reviewing both plans will ensure that the professional development
leadership plan is aligned with the district’s and school’s goals for professional development and
accountability. Principals PDP goal(s), objective(s), and activities(s) must address two or
more of the Interstate School Leaders Licensure Consortium (ISLLC) standards for school
leaders.

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Step 1: Preparing to Write the Plan: Self Reflection(Not required to be included in the PDP)

In reflecting upon my first year as principal of Benjamin Banneker Middle School, which
majority was spent conducting a needs assessment of the educational program, I was able to
identify two Interstate School Leaders Licensure Consortium Standards (ISLLCS) that needed to
be addressed in order to move the school forward. Improving the instructional program (Standard
2) at BBMS was important in order to address issues of mediocre teaching and the absence of
continued professional development for all staff members. In addition, improving community
and school relations (standard 4) was needed in order to receive community assistance with
improving the physical appearance of the building along with getting news out about the positive
things (academics and non-academics) happening at the school.

Step 2: Writing the Plan: Components (At least two professional development goals are
included in the plan)

F. Contextual Description of Job Site: Administrative Situation

I am moving into my second year as principal of Benjamin Banneker Middle School which is
located in the suburbs of Burtonsville, Maryland. The community in which the school resides is
predominantly a blue-collar, working class community. The demographics of the middle school
are approximately 65% African-American, 20% Caucasian-American, 10% Hispanic-American,
and 5% Asian-American. The annual academic goals for the school and district are for students
to achieve a score of proficient or advanced on the reading/math portion of the Maryland State
Assessment exam and to have students take more rigorous course work (e.g., advanced English,
Social Studies, Science, and Math).

o Did you include a description of your administrative position?
o Did you include the number of years you have been an administrator?
o Did you include whether the school is located in an urban, suburban, or rural
setting?
o Did you include the ethnic, cultural, special needs, and socioeconomic makeup of the
school population?
o Did you include your school building and/or district goals? (Optional)

G. Description of the Goal(s) to be Addressed:
(It is recommended that you use this stem: I will . . . [research, study, learn, apply,
etc.] So that . . .[describe what you want to see happening differently with student
learning].)

I will improve the instructional program of the school (Goal 1) by providing clinical supervision
to underperforming teachers and on-going professional development to all staff members, so that
students will academically perform at a high level. In addition, I will improve school and
community relations (Goal 2) by developing school and business community partnerships and
developing/facilitating student and staff recognition programs, so that teachers will be
encouraged to continue to grow professional and students continue to perform at high levels.

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1. What is my desired outcome for professional growth?
o Will your goal(s) impact your professional growth?
o Will the professional growth you identified have an effect on student learning?

H. Rationale for Your Goal(s) and Link to Self-Reflection, Educational Situation, and
Educational Standards
(Relate how your goal(s) is linked to your school district’s goals, your school’s goals,
your self-reflection, educational situation, and list the educational standards that
you will focus on for your professional growth cycle.)

My two professional development goals are linked to my school district and school’s goals by
they both focusing on developing, implementing and assessing activities which will lead to
enhanced student academic achievement. As the leader of the building, my first and foremost
priority in the building is to improve student achievement. The educational leadership ISLLC
standards I will be focusing on during the implementation of this professional development plan
will be standard 2 and standard 4.

2. How does the outcome relate to the school district’s goals and my school’s goals
(SIP)
o Does the rationale include how you related your self-reflection (Step I) to your
goal(s)?
o Does the rationale tell how your goal(s) connects to your district/school/leadership
position/?
o Did you list the ISLLC Standards that will promote your professional growth (must
select two or more standards)?

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D. Plan for Assessing and Documenting Your Goal(s):

Goal 1: Improve Instructional Program of School

Review of school-wide needs assessment results
Walk-through data results from academic departments
Review of informal and formal evaluation write-ups of instructional staff

Teacher surveys on the impact of professional learning communities
Collection and evaluation of professional portfolios of teachers showing how
they have used data to drive instruction in the classroom
Collection and evaluation of sample lesson plans and/or video-taped lessons
on researched-based instructional practices

Goal 2: Improve School and Community Relations

Reading and Math State Assessment Scores (Previous School Year)
Student, Teacher and Staff Climate Survey Results (Previous School Year)
Student Suspension Data (Previous School Year)

Reading and Math State Assessment Scores (Current School Year)
Student, Teacher and Staff Climate Survey Results (Current School Year)
Student Suspension Data (Current School Year)

1. What data sources did I use to establish my outcome? What data will I use to
assess achievement of my outcome?
o Did you include methods to assess your professional growth?
o Did you include methods to assess the effect of your growth on student learning?

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E. Plan to Meet Your Goal(s): Objectives, Activities and Timelines, and
Collaboration:

1. Which of the professional development options/strategies/techniques listed below
will I use?

Collaborative Options Independent Options

__X__ Peer Reflective Conversations _____ Audio/Videotape Analysis

__X__ Peer Visits with Reflection (*) __X__ Delivery of Workshops/Courses

_____ Committee or Task Force Participation _____ Action Research

_____ Delivery of Workshops/Courses _____ Professional School Site Visits

__X__ Development of Instructional Materials __X__ Review of Professional Literature

__X__ Action Research Study Groups __X__ Professional Training

__X__ Principal Networking Group _____ school-based workshops

_____ New Curriculum Development __X_ Out of school workshops

__X__ Professional School Site Visits __X_ conference(s)

_____ Other (be specific) _____ Writing of an reflective journal

(*) Required one year of each evaluation cycle _____ Other (be specific)

2. PDP Support Team (Community Superintendent, Consortium Principal Cohort,
Assistant Principal(s), Staff Development Teacher, Technology Specialist, etc.)

______Community Superintendent ______Staff Development Teacher______

______Consortium Principal Cohort________ ______School Technology Specialist_____

_________Assistant Principal(s)____________ __________Department Chairs__________

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3. List Anticipated Resources Needed for Accomplishing the Goal(s) of Your
Professional Development Plan.

Goal 1 Resources:

Professional literature on developing vision and mission statements
Revised informal instructional data collection forms
Teacher copies of county professional development standards
Professional development plan template and PDP teacher samples
Professional Learning Communities literature
School district data specialist workshops
Professional instructional organization (Association for Supervision and Curriculum
Development) teacher workshops
Library Media Specialist (videotaping of teacher best practices)

Goal 2 Resources:

Professional literature on developing after school programs for at-risk students
Contact information for local area university education departments
PBIS Program action plan to present to local business community
Editor of school newspaper
Media liaison with local area newspaper
Student Recognition Committee
PBIS Committee
PTSA

4. Devise a tentative timeline for the implementation of your plan with periodic
benchmarks to judge your progress (Note: Completion date will be filled in as
each objective/activity is completed – refer to next page for action plan guide).

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Goal 1: Improve Instructional Program of School Date Initiated: August 2011

Objective 1: Provide Clinical Supervision to Underperforming Teachers Date Completed: June 2014

Developing a clear Vision and July 04 – 2011 Team leaders, Content Specialists, July 08, 2011
Mission statement and gaining Through Administrators, Community Superintendent, (Mission statement will be
commitment for the statement July 08 – 2011 Student Leaders, and Parents will meet for one reviewed on an annual basis)
from all stakeholders (teachers, week, during the summer, to review the needs
students, administrators, and assessment data results, school improvement
parents). plan, and current vision and mission statement.
The collaborative process used will lead to a
more student focused vision and mission
statement.
Collect monthly instructional June 2011 Administrators and Content Specialists will June 2014
walk-through data on teacher Through meet monthly to review the results of the
instructional practices by June 2014 instructional walk-through data. Teachers will
department. (Annual) be given a monthly instructional focus to
include in their planning and delivering of
instruction to students based upon department
walk-through instructional results.

Conduct on-going informal and June 2011 Administrators will work closely with novice June 2014
formal evaluations of Through and veteran teachers who are underperforming
instructional personnel. Pre and June 2014 in the classroom. Administrators will ensure that
Post Observation Conferences (Annual) these teachers have a professional development
will be used to discuss teacher plan in place to make the proper adjustments to
instructional practices and their instruction that will lead to positive student
develop an improvement plan achievement results.
for mediocre teachers who are
underperforming

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Objective 2: Provide On-going Professional Development to all Staff Members Date Completed: June 2014

Develop, implement, and assess August 2011 Principal will train school leadership on how to June 2014
professional learning Through implement professional learning communities
communities (PLC) June 2014 throughout the school. School leadership will be
(Annual) responsible for implementing PLCs at the
school level and administration will be
responsible for assessing the implementation
and structure of PLCs.

Train teachers on how to use August 2011 Monthly professional development sessions June 2014
quantitative data to drive Through held with teachers, on grade-level teams, on
instruction in the classroom June 2014 how to use formative, summative, and county-
(Annual) wide data systems to make instructional
decisions in the classroom. After initial training,
teachers will be asked to share at monthly
meetings of how they have used data to drive
instructional practices in the classroom to
improve student achievement.

Train teachers on latest August 2011 Monthly professional development sessions June 2014
researched-based instructional Through held with teachers, on grade-level teams,
practices that will improve June 2014 regarding researched-based instructional
student achievement (Annual) practices. Teachers will be asked to
share/demonstrate best practices at monthly
professional development meetings of how they
have incorporated the researched literature into
their class instruction.

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Goal 2: Improve School and Community Relations Date Initiated: July 2011

Objective 1: Develop School and Business Community Partnerships Date Completed: June 2014

Develop Parent/Business August 2011 Administrators will collaborate with June 2014
Community Mentor Through parents and business community leaders to
Program for At-Risk June 2014 develop, implement, and assess an
Students. (Annual) afterschool mentor program for at-risk
students.

Develop a reading and math August 2011 Administrators will collaborate with local June 2014
intervention program Through school personnel of higher education in
utilizing education majors at June 2014 order to seek out education majors, who
local universities. (Annual) specialize in Reading and Math, to tutor
students who are performing below grade
level in reading and math.

Seek out educational August 2011 Administrators and the PBIS team June 2014
business partnership to Through (teachers, parents and students) will seek
advance the Positive June 2014 out a business partnership(s) that will assist
Behavior Intervention and (Annual) with financially supporting the goals and
Supports Program (PBIS) objectives of the PBIS Program.

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Objective 2: Develop and Facilitate Student and Staff Recognition Programs Date Completed: June 2014

Four (4) teacher August 2011 Parent-Student-Teacher Association will June 2014
appreciation activities will Through collaborate with school administration to
be planned each year to June 2014 plan teacher appreciation activities.
recognize the hard work of (Annual)
the teaching staff.

Quarterly, four times per August 2011 Administration and the School Recognition June 2014
year, student awards Through Committee will work together to plan
assemblies will be held to June 2014 student recognition assemblies.
recognize the academic (Annual)
achievements of the student
body.

Community, county and August 2011 Administrators will work with the PTSA, June 2014
school recognition of school Through through utilization of the local school
personnel. June 2014 newspaper, school district newsletter, and
(Annual) the school newsletter, to highlight inspiring
accomplishments of all school personnel.

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Review Checklist for Objectives, Activities and Timelines, and Collaboration:

2. Objectives
o Do the objectives directly address the goal(s)?
o Are the objectives observable and verifiable?

4. Description of Activities and Timelines
o Do the activities align with the goal(s) and objective(s)?
o Do the activities extend throughout the professional development cycle?
o Is the timeline stated?

5. Plan for Collaboration
o Does the plan include collaboration with others? Examples of collaboration may include
the following:
E. Collaboration with colleagues
F. Collaboration with higher education
G. Collaboration with a professional learning community
H. Collaboration with a mentor (initial educator only)

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Professional Development Plan Evaluation Team
Beginning of Year 1 – Professional Development Cycle

Name: Lorenzo R. Prillman Date:



Educator’s Current Educational Assignment: Principal





Duration of Plan: From July 01, 2011 to July 01, 2014

Check – In Dates: January 2012, July 2012, January 2013, July 2013 and January 2014

End of PDP Cycle Review: July 2014


Principal: _________________________________ _______
(Principal Signature) (Date)

Consortium Principal Cohort Member: ________________________________ _______
(Principal Cohort Member Signature) (Date)

Approved by Community Superintendent: ______________________________ ________
(Superintendent Signature) (Date)

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Lincoln Middle School
Novice Principal Work Entry Plan
2011 - 2012

Principal: Lorenzo R. Prillman

School District: Montgomery County
Public Schools

School Assignment: Lincoln Middle
School

School Year: 2011 – 2012

Community Superintendent: Dr.
Barbara Jackson

ISLLCS Standards Addressed: I, II,
II, IV & V
Novice Principal Work Entry Plan Administrative Goal(s)
Standard 1 – A school administrator is an educational leader who promotes the success of all
students by facilitating the development, articulation, implementation, and stewardship of a
vision of learning that is shared and supported by the school community.
Goal 1 – Work with school leadership team, teachers, students and parents to revise the
school core values, mission and vision statement.
students by advocating, nurturing, and sustaining a school culture and instructional program
conducive to student and staff professional growth.
Goal 2 – Work with school leadership team, teachers, students and parents to address
school climate concerns.
Goal 3 – Work with the school leadership team to development of a highly effective
professional development program.
students by ensuring management of the organization, operations, and resources for a safe,
efficient, and effective learning environment.
Goal 4- Work with school leadership team to fill vacant teaching positions with educators
who can support the vision and mission of the school.
students by collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
students by acting with integrity, fairness, and in an ethical manner.
Goal 5 – Work with school leadership team, teachers, students and parents to address the
social and academic needs of a diverse community of learners.

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Lincoln Middle School: Novice Principal Work Entry Plan
Standard 1 – A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Goal 1 – Work with school leadership team, teachers, students and parents to revise the school core values, mission and vision statement.
Action Steps Timeline Person(s) Responsible Resources Needed Monitoring Tools Results Next Steps
(Activities) (Start and End Date) (Who will be (What resources are (What data and/or (What are the results (What are the next
responsible for carrying needed to carry out the evidenceof of the implementation steps that need to take
out the school-wide school-wide implementation will be of the school-wide place in order to
initiative?) initiative?) used to Monitor initiative?) maintain or move the
outcome(s) of Goal?) initiative forward?)
Stakeholder Exercise Start Date: School Stakeholders Resources Monitoring
1.Developing CORE July 11, 2011 1. Principal 1.School Improvement 1.School Climate
VALUES Activity (Leadership Week) 2. Assistant Plan (Previous School Survey (Quarterly) –
Principal(s) Year) Staff Members
Completion Date: 3. Staff
July 12, 2011 Development 2.School Climate 2. School Climate
2.Building Upon (Leadership Week) Teacher Survey Results Survey (Quarterly) –
CORE VALUES 4. Department (Previous School Students
Activity – Mission Chairs Year)
Statement Activity 5. Team Leaders 3. School Climate
6. Teachers 3.Two Summer Work Survey (Quarterly) –
7. Students Days for Revising the Parents
8. Parents school Core Values,
3.Building Upon Mission and Vision 4.No Child Left
Mission Statement Statement Behind State-Wide
Activity – Vision Assessment Data
Statement Activity 4.Professional (Reading and Math)
literature on
developing vision and 5.Student Eligibility
mission statements Data - Quarterly

6. Student Suspension
Data - Quarterly

7.Instructional Walk-
Through Data –
Bi-Quarterly
Rationale for Addressing Goal 1:Standard I
The need to address Goal one at Lincoln Middle school is based on the fact that the school has been under the leadership of three separate Principals
over the last five years. The need to develop a common language and belief system is necessary in order to move the school and community in a
positive direction.

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Standard 2 – A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a
school culture and instructional program conducive to student and staff professional growth.
Goal 2 – Work with school leadership team, teachers, students and parents to address school climate concerns.
(Activities) (Start and End Date) (Who will be responsible (What resources are (What data and/or (What are the results (What are the next
for carrying out the needed to carry out the evidenceof of the implementation steps that need to take
school-wide initiative?) school-wide implementation will be of the school-wide place in order to
initiative?) used to Monitor initiative?) maintain or move the
Stakeholder Activities Start Date: School Stakeholders Resources Monitoring
1.Creation of School August 22, 2011 1. Principal 1.School Improvement 1.School Climate
Climate Committee (Pre-Service Week) 2. Instructional Plan (Previous School Survey (Quarterly) –
(Develop School Support Year) Staff & Students
Completion Date: Committee
Climate Initiatives) 3. Staff
On-Going 2.School Climate 2.PBIS Survey
Development Survey Results (Quarterly) – Staff &
2.Implementation of Teacher (Previous School Students
Positive Intervention 4. Assistant Year)
and Supports (PBIS) Principal 3.Staff Development
Program 5. School Climate 3. Staff Development Survey (Quarterly) for
Committee Needs Assessment New Teachers to the
6. PBIS Committee Survey Results Building
3.Provide 7. PTSA President
Instructional 4.Student Eligibility
Support for New Data – Quarterly
Teachers to the
Building (teacher 5. Student Suspension
retention) Data - Quarterly

Rationale for Addressing Goal 2:Standard II
The need to address Goal two at Lincoln Middle school is based on the fact that the school, which has been under the leadership of three separate
Principals over the last five years, does not have a clear plan to improve the working relationships between students, teachers, parents and
administration. The need to develop a community where all stakeholders’ views and opinions are welcome is necessary in order to move the school
and community in a positive direction.

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Standard 2 – A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional
program conducive to student and staff professional growth.
Goal 3 – Work with the school leadership team to development of a highly effective professional development program.
responsible for carrying needed to carry out the evidence of of the implementation steps that need to take
Stakeholder Start Date: School Stakeholders Resources Monitoring
Activities August 22, 2011 1. Principal 1.Professional 1.Teacher Professional
1.Develop (Pre-Service Week) 2. Assistant Learning Communities Development Surveys
Professional Learning Principal(s) Literature (professional
Communities Completion Date: 3. Staff learning communities
On-Going Development 2.Association for & teacher
2.Training of Teachers Teacher Supervision and instructional best
on how to use 4. Department Curriculum practices)
Quantitative Data to Chairs Development
Drive Classroom 5. Team Leaders Teacher Workshops 2.Student Instructional
Instruction Feedback Surveys
3. Video Taping of
3.Train Teachers on Teacher Best Practices 3.Review of Teacher
Latest Researched- Professional
Based Instructional 4.School District Data Development Plans
Practices that will Specialist Workshops
Improve Student (teacher instructional 4.Review of Teacher
Achievement training on using Professional Portfolios
data in the (use of data to drive
4.Creation of Teacher classroom) classroom
Professional instructional
Development Plans 5. Teacher Copies of practices)
County Professional
Development 5.Collection of and
Standards Evaluation of Lesson
Plans and Video-
5.PDP Templates Taped Lessons on
Researched-Based
Instructional Practices
Rationale for Addressing Goal 3: Standard II
The need to address Goal three at Lincoln Middle school is based on the fact that the school, which has been under the leadership of three separate Principals over the last five
years, does not have a clear plan to improve the instruction of mediocre teaching in the school building which is resulting in student achievement levels, in all core subjects, falling
below state and national standards. The need to develop a highly effective professional development program is paramount to improving student achievement.

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Standard 3 – A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization,
operations, and resources for a safe, efficient, and effective learning environment.
Goal 4 – Work with school leadership team to fill vacant teaching positions with educators who can support the vision and mission of the school.
1.Interview July 19, 2011 1. Principal 1.Professional 1.Review of Teacher
Prospective Teacher 2. Assistant development activities Professional
Candidates to Fill Completion Date: Principal(s) associated with the Development Plans
August 19, 2011 3. Staff schools vision and
Teaching Vacancies Development mission statement 2.Review of Teacher
Monitoring of All Teacher ( monthly activity) Professional Portfolios
2. Assess the Work Educators Support 4. Department (use of data to drive
of New and Current of School Vision and Chairs 2.Professional classroom
Teachers Around Mission Statement: 5. Team Leaders development sessions instructional
Supporting the On-Going reviewing teacher practices)
portfolio entries
School Vision and (Quarterly) that 3.Collection of and
Mission Statement support the schools Evaluation of Lesson
vision and mission Plans and Video-
statement Taped Lessons on
Researched-Based
Instructional Practices

Rationale for Addressing Goal 4:Standard III
The need to address Goal four at Lincoln Middle school is based on the fact that the school, which has been under the leadership of three separate
Principals over the last five years, was unable to sustain a school vision that would attract and retain quality school teachers. The need to hire quality
instructional personnel is vital to promoting the beliefs and values of the schools vision and mission statement.

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Standard 4 – A school administrator is an educational leader who promotes the success of all students by collaborating with families and community
members, responding to diverse community interests and needs, and mobilizing community resources.
Standard 5 – A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an
ethical manner.
Goal 5 – Work with school leadership team, teachers, students and parents to address the social and academic needs of a diverse community of
learners.
1.Professional July 13, 2011 1. Principal 1.Professional 1.ESOL Students
Development (Leadership Week) 2. Assistant Development Instructional Feedback
Instructional Principal(s) Literature on Working Surveys – Quarterly
Completion Date: 3. Staff with ESOL Students
Practices for ESOL Development 2.ESOL Parents
On-Going
Students (Monthly) Teacher 2.Professional School Survey
4. Department Literature on Feedback - Quarterly
2.Development of Chairs Developing Parent
ESOL Parent 5. Team Leaders Academies 2.ESOL Students
Academy (Monthly 6. PTSA President Eligibility Data
7. ESOL 3.Professional
Meetings)
Committee Literature on 3.No Child Left
8. Foreign Developing Mentor Behind State-Wide
3.ESOL Parent Language Programs Assessment Data
Communication in Department (Reading and Math)
Native Language 4.Central Office Parent
(School Newsletter, Communication
Division (Translation
School Flyers, etc.) of School Literature
into Native Languages
4.ESOL Student of ESOL Students)
Mentor Club

Rationale for Addressing Goal 5:Standard IV & V
The need to address Goal five at Lincoln Middle school is based on the fact that the school in recent years has received into the school community a large number
of families from Somalia, Mexico and Cambodia. The need to train teachers in providing highly quality instruction to ESOL students and developing effective
ways for the school to communicate with parents of ESOL students is critical to meeting the academic and social needs of a community of diverse learners.

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PREPARING FOR SPECIFIC EXPERIENCES

Experiences to be performed during the practicum experience should be based upon the
individual needs of the Candidates; should be directed at improving skills, techniques and
behaviors which have shown to be related to effective principals and supervisors; and should be
approved by the Supervising Administrator and University instructor. The experiences should in
no way interfere with the regular responsibilities of the candidates in their capacity as a teacher
or staff member within a building. After specific experiences have been formulated, they should
be recorded on the Specific Responsibilities Form. The Supervising Administrator and the
candidates will sign this form which is returned to the University instructor. Although such
experiences willnormally be performed by the candidates during the practicum experience, some
experiences may have to be canceled and/or additional experiences may be required due to the
specific needs of the student, school, supervising administrator or University instructor.

RESPONSIBILITIES OF THE SUPERVISING ADMINISTRATOR

A. Participate in the University’s Mentor Preparation process.
B. Complete the Letter of Agreement which indicates your willingness to assume the duties of
supervising the Candidate.
C. Explain relevant factors related to the operation of the school to delineate specific perimeters
within which the candidates will work.
D. Acquaint the candidates with situations that might cause a deviation from the planned
program.
E. Become familiar with the expectations and objectives of the University relative to the
practicum participant. (These are included in this Handbook)
F. Evaluate all activities and guide the candidate into the type of self-evaluation that resultsfrom
such an experience. (The evaluation forms are included in the Handbook)
G. Alert the candidates about areas of weaknesses and provide needed assistance for
overcoming the weaknesses.
H. Discuss all evaluations with the practicum participant/candidate.
I. Alert the University Instructor of any problems which arise which might jeopardize the
candidates’ completion of the specific objectives of the practicum.

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CANDIDATE PROCEDURES AND RESPONSIBILITIES

1. Meet with the supervising administrator/mentor to review the Practicum
Handbook.
2. Provide the mentor a copy of your biographical sketch or resume.
3. Complete the Specific Responsibilities Form and the Six Cell Grid on
Administration and Supervision Functions.
4. Make an appointment with your mentor to discuss how and when the required
activities will be implemented.
5. Develop a written plan to accomplish your tasks/experiences.
6. Plan cooperatively with your mentor the dates for site visits by the University
Supervisor (give optional dates as well).
7. Discuss with the University Supervisor, prior to the visit, the expected administrative
experience in which you will be engaged on the day of the visit.
8. Maintain a journal of your experiences for inclusion in your portfolio submission.
9. Meet with your mentor to discuss his/her evaluation of your performance.
10. Submit, at the conclusion of the practicum/internship experience, a self evaluation.

REQUIRED PRACTICUM EXPERIENCES

A. Instructional Maintenance and Improvement

1. Participate in the evaluation and requisition of instructional materials/textbooks.

2. Observe and Critique three (3) lessons – Reading/English, Math, Science.
3. Conduct a mock evaluation while shadowing the principal

4. Participate in test analysis.
5. Develop a support program for underachievers.

6. Plan enrichment activities for accelerated learners.
7. Participate on the Local School Planning Team.

B. Professional Development and Services

1. Design and Conduct a needs assessment for Professional Development.

2. Conduct two (2) Staff Development Activities.

3. Attend two professional development activities.

4. Facilitate the implementation of the Needs Assessment Results.

5. Identifiy and Implement an activity to promote positive School Climate.

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C. Pupil Development and Services

1. Visit three (3) agencies in the community that support student Development.

2. Design and Implement a program for Student Leadership Development.

3. Participate as an observer of a Student Evaluation Conference and/IEP
Conference.
4. Shadow the counselor for two (2) days and substitute for one day.
5. Conduct one (1) case study per semester.

D. School and Community Relations

1. Coordinate field trip experiences.

2. Participate in Parent Teacher Meetings.
3. Participate in two (2) School-Community events.
4. Collaborate with the community leaders in developing a School and
Community Relations event i.e. – Fun Fair, Book Fair.
5. Plan a media event to highlight the school.

E. Administration of Facilities and Finances

1. Shadow for (1) day: Administrative Aide, Engineer, Cafeteria Manager.

2. Review with the principal the tracking of the school budget from the state
house to the school house.

3. Participate in the budget planning process of your school.
4. Monitor cafeteria, playground and bus duties.
5. Participate in the development and implementation of the Crisis Plan.

F. Organizational Relationship and Responsibilites

1. Develop and implement a school community relationship plan that addresses
one of the school’s top three (3) priorities.

2. Become a member of at least on professional organization other than the

organization that represents teachers.
3. Attend two (2) professional development activities.
4. Attend two (2) School-Community Organization Meetings.
5. Participate as a member of the principal’s team to organize the school for the
ensuing school year.

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Standard 1 – A school administrator is an educational Standard 3 – A school administrator is an educational Standard 5 – A school administrator is an educational
leader who promotes the success of all students by leader who promotes the success of all students by leader who promotes the success of all students by acting
facilitating the development, articulation, ensuring management of the organization, operations, and with integrity, fairness, and in an ethical manner.
implementation, and stewardship of a vision of learning resources for a safe, efficient, and effective learning
that is shared and supported by the school community. environment.
leader who promotes the success of all students by leader who promotes the success of all students by leader who promotes the success of all students by
advocating, nurturing, and sustaining a school culture and collaborating with families and community members, understanding, responding to, and influencing the larger
instructional program conducive to student and staff responding to diverse community interests and needs, and political, social, economic, legal and cultural context.
professional growth. mobilizing community resources.

Bowie State University Administrative Practicum Reflections Log
ISLLC Standard: 1 Today, the school leadership team held its weekly meeting to discuss ways to create a more rigorous instructional
Issue/Topic: Rigorous Instruction program. A few of the ideas on improving instruction, presented at the meeting, focused on the collection of
Month: September 2010 monthly lesson plans from teachers and the development of a monthly instructional focus. Following the meeting, I
Week: September 06 – September 10, 2010 met with teachers in my department to disucss ways to develop and implement a monthly instructional focus. As a
Date: September 07, 2010 collaborative group we came to the realization that the department instructional focus needed to be linked to the
school’s vision and mission statement. Student achievement depends on the quality of teacher instruction.
ISLLC Standard: 1 & 2 Today, the Instructional Leadership Team met with the Community Superintendent and her staff to map out a plan
Issue/Topic: Annual Steering Committee to improve student achievement in the area of reading and math. The committee analyzed MSA reading and math
Month: September 2010 data from last year and made suggestions on how to improve scores for the 2011 MSA reading and math test. After
Week: September 20 – September 24, 2010 serving on the committee for one year, I have gained a great deal of knowledge about how to move struggling
Date: schools forward and the resources needed to improve student achievement.
ISLLC Standard: 5 This week involved taking on the role of mediator at my school. A controversial reading was issued, by the English
Issue/Topic: Problem Solving deparment chair, to MSA advisory prep classes which offended one of the Muslim teachers in my department. The
Month: September 2010 English teacher who issued the reading to the advisory classes asked me to discuss the issue with the teacher. After
Week: September 20 – September 24, 2010 conversing with the teacher for about thirty minutes, I was able to get her to see that there had been a
Date: September 23, 2010 misinterpretation of the articles message and the situation was resolved. What I realized from this incident is that a
Principal of a school often finds him or her self in the role of mediator or consultant as a school leader.
ISLLC Standard: Today, I interivewed my site supervisor regarding his personal and professional feelings of serving in a position of
Issue/Topic: Practicum Planning leadership as a middle school assistant principal. I learned from Mr. Glaspie that leadership requires someone with
Month: September 2010 good communication skills, someone who asks the right questions, and making sure people have the right resources
Week: September 13 – September 17, 2010 to get the job done. Mr. Glaspie also stated that “being an administrator is like swimming with sharks because you
Date: September 13, 2010 never know whey they will bite (parents, students, teachers, etc.).” It was an very informative interview.

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ISLLC Standard: 2 This week was an extremely busy week at work. I conducted three informal walk-throughs and two formal
Issue/Topic: Instructional Assessment observations. The opportunity to critique instructional practices of teachers and to provide clinical supervision to
Month: October 2010 them is a great feeling. However, teacher observations are very time consuming. It takes twice as long to write up
Week: October 11 – October 15, 2010 an obeservation report than it does to write out observation notes. I believe this is the most demanding part of the
Date: October 13 – 14, 2010 job as an administrator. With all the other duties that an adminstrator has to deal with on a daily basis, it can
become very easy for adminstrators to slack off in conducting teacher observations. I now know why a principal
tends to lean on the Intructional Leadership Team to get the majority of teacher observations completed.
ISLLC Standard: 3 This week in leadership focused on the lack of teacher grading consistency across all grade levels. In my department,
Issue/Topic: Grading and Reporting there were some cohort teachers grade books that were not aligned with each other. After having a talk with the
Month: October 2010 administrator assigned to the Social Studies Department and the Staff Development Teacher, I held a meeting with
Week: October 04 – October 08, 2010 teachers in the department. The meeting focused on generating ideas on how to improve the consistency of grading
Date: October 08, 2010 and reporting. As a result of the meeting, a Grading and Reporting Consistency Checklist was created to eliminate
teacher inconsistencies in grading. Managing people to get them to do what you want them to Is not an easy task!
ISLLC Standard: 4 This evening I attended a PTSA meeting where the President discussed the need for someone to take on the task of
Issue/Topic: PTSA Staff Membership getting staff members to join the PTSA. I voulnteered to take on the task of getting staff members on board. As a
Month: October 2010 school leader it is very important to let the parents and community know that your willing to work with them to
Week: October 11 – October 15, 2010 improve the climate of the school. Establishing postive community and school relations is of supreme importance to
Date: October 12, 2010 a principal and his or her staff.
ISLLC Standard: 4 This evening I attended the annual school event known as “Literacy Night.” The evening involved students and
Issue/Topic: Literacy Night parents gaining a greater appreciation for literacy through student and staff presentations. Attending and holding
Month: October 2010 school events like literacy night tells the students that the schools are open to them and their families. Postive
Week: October 25 – October 29, 2010 school and community relations begins when the schools open their doors to the community. A leader of a school
Date: October 28, 2010 needs to develop creative ways to bring the community together to support the vision and mission of the school.

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ISLLC Standard: 2 Today, I conducted a formal observation of a staff member. We held a pre-observation confernece yesterday in
Issue/Topic: Formal Observation order to review what the lesson would be about. During the post-observation conference I will discuss with the
Month: November 2010 teacher some of the concerns I had about the lesson. Holding a post-observation conference with a teacher on a
Week: November 01 – November 05, 2010 lesson that did not go to well is a difficult task. A school leader needs to make sure that their literal notes are clear
Date: November 05, 2010 and incorporates many data points. Post-observation conferences can run smooth as long as the leader is prepared
to show the data.
ISLLC Standard: Out of Work on Medical Leave Due to Illness
Issue/Topic:
Month: November 2010
Week: November 08 – November 12, 2010
Date:
ISLLC Standard: 2 Today, I met with my cluster cohorts from the Northeast Consortium to begin planning cluster academic goals. As a
Issue/Topic: Cluster Resource Meeting school leader it is very important to collaborate with colleagues from other schools to see how they’re working to
Month: November 2010 improve student achievement. The goals we addressed at today’s cluster meeting related mostly to literacy and
Week: November 15 – November 19, 2010 writing needs of students. One of the cluster chohort members gave a brief presentation on how they attempted to
Date: November 17, 2010 improve literacy and writing in their schools based off of similar ideas we developed in our cluster goal action plan.
ISLLC Standard: 5 The past two weeks have been difficult for me due to an unknown sickness I came down with a few weeks ago.
Issue/Topic: Two Long Weeks Although I returned to work, it is clear to me that my condition has not improved much. However, as a leader, there
Month: November 2010 is usually not much time given to recover from an illness when the people you supervise need guidance. When
Week: November 22 – November 24, 2010 becoming a school leader, the most difficult part of the job is having to address multiple issues people are dealing
Date: November 24, 2010 with the same time. You almost have to forget about your own personal issues to address the needs of your staff.

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Issue/Topic:
Month: December 2010
Week: November 29 – December 03, 2010
Date:
Issue/Topic:
Month: December 2010
Week:December 06 – December 10, 2010
Date:
ISLLC Standard: 2 Today, I participated in the Annual Steering Committee meeting which looked at Maryland State Assessment (MSA)
Issue/Topic: MSA Focus Students focus students performance on Quarter 1 formative and summative assessments in English and Math. During the
Month: December 2010 meeting, the school leadership team and the community superintendednt analyzed student achievement data to
Week: December 13 – December 17, 2010 make recommendations on how to improve student achievement through developing more effective instructional
Date: December 16, 2010 practies for teachers. Through participating in the meeting, I learned that effective schools consistently refer back to
student achievement data in order to modify the instructional practices of teachers.
ISLLC Standard: 6 During today’s department meeting, I required teachers to report out on whether or not the classroom intervention
Issue/Topic: Special Education Students practices created for Special Education Students were having success. Many of the teachers talked about the areas
Month: December 2010 of student achievment obtained by Special Education Students as a result of teachers using the Student Accessibility
Week: Decembe 20 – December 23, 2010 Planner and Accomodations Quick Reference Guide. After holding the meeting, I realized that leaders must ensure
Date: 12/20/10 that all students have a right to a “free and appropriate” education.

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ISLLC Standard: 2 Over the course of two days, I conducted a series of instructional walk-throughs in the Social Studies department to
Issue/Topic: Instructional Walk-Through evaluate the level of teacher instruction in the areas of student discourse and checking for understanding. The
Month: January 2011 instructional walk-throughs raised some instructional concerns that needed to be addressed immediately in order to
Week: January 03 – January 07, 2011 improve student achievement. After reviewing with individual teachers their walk-through report, the teachers and I
Date: January 04 & 05, 2011 worked together on mini action plans to address the individual instructional problems in their classes. In addition,
the entire department collaborated at the next department meeting to address the instructional concerns of the
department. What resonated with me most following the facilitaing of the instructional walk-throughs and teacher
follow-up sessions was that problem solving should be a shared responsibility.
ISLLC Standard: 1 & 2 Today, I conducted an informal observation of a teacher in my department. As a leader, I believe it’s important to
Issue/Topic: Informal Observation inform teachers of their strenghths and weaknesses after observing them in their natural teaching environment.
Month: January 2011 After conducting the informal observation, I realized that In order for teachers to not see informal evaluations as a
Week: January 03 – January 07, 2011 threat to their job security, leaders have to model how informal evaluations our a part of the school culture and it’s
Date: January 06, 2011 use is for improving instructional practices of teachers and student achievement.
ISLLC Standard: 4 This week I reached out to the community of Benjamin Banneker Middle School to promote the annual school-wide
Issue/Topic: Geography Bee geography bee competition. I developed National Geography Bee school literature to disseminate to parents,
Month: January 2011 students, and staff. I promoted the event on the school website and informed parents through Connect Ed. As a
Week: January 10 – January 14, 2011 result of reaching out to the Benjamin Banneker community, we had a large number of students and parents that
Date: January 14, 2011 attended the school-wide Geography Bee Competition. Leaders must involve the community in school events.
ISLLC Standard: 3 Today, I attended a workshop for department leaders who are in charge of overseeing the administering of county
Issue/Topic: Testing Materials wide exams . The meeting highlighted issues of testing security and testing violations that teachers, who will be
Month: January 2011 administering the exams, need to know in order to successfully administer the test to students. As a result of
Week: January 17 – January 21, 2011 attending the meeting, I realized that the responsibility of school leaders not only falls under instructional
Date: January 18, 2011 leadership but also under management of the organziation.

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ISLLC Standard: 2 Today, I participated in an instructional walk-through with the assistant principal. We utilized an instructional look-
Issue/Topic: Instructional Walk-Through fors sheet to assess instructional practices of teachers in English, Math, Science, and Social Studies. Following the
Month: February 2011 walk-throughs we held a debriefing session to discuss what teaching strategies teachers were incorporating and not
Week: January 31 – February 04, 2011 incorporating based upon the School Improvement Plan. The instructional walk-through session was an awakening
Date: February 01, 2011 to the larger instructional problems a leader of a school may face as compared to a leader of a department.
ISLLC Standard: 2 & 6 Today, I participated in a county-wide meeting for the Social Studies department which focused on improving
Issue/Topic: Improving Student Reading student reading. Working with colleagues from around the county, we analyzed instructional survey data from
Month: February 2011 teachers on how they infused reading activites into their lessons. After reviewing the data, departmental leaders
Week: February 07 – 11, 2011 developed action plans to address content reading issues. Through attending the county-wide meeting, I realized
Date: February 09, 2011 that the answers to instructional problems within a school can be resolved through collaborative leadership.
ISLLC Standard: 2 Today, I participated in the Annual Steering Committee meeting which looked at Maryland State Assessment (MSA)
Issue/Topic: MSA Focus Students focus students performance on formative and summative assessments in English and Math. During the meeting, the
Month: February 2011 school leadership team and the community superintendednt analyzed student achievement data to see if all focus
Week: February 14 – 18, 2011 student subgroups, defined by the Maryland State Department of Education, were on track for making Annual
Date: February 14, 2011 Yearly Progress (AYP) in Reading and Math. Through participating in the meeting, I learned that effective schools
consistently refer back to student achievement data in order to move the school forward in the right direction.
ISLLC Standard: 2 Today, I held a pre-observation conference for one of the teachers in my department. The teacher was required to
Issue/Topic: Pre-Observation Conference bring with her a lesson plan that included multiple ways students would be assessed during the course of the lesson.
Month: February 2011 After conducting the pre-observation conference, I realized that school leaders cannot just be managers they also
Week: February 21 – 25, 2011 must have the ability to provide clinical supervion to teachers. During the course of the twenty minute pre-
Date: February 25, 2011 observation conference, the teacher asked me on a few occasions how I could make the lesson plan better to meet
the needs of all students. An effective school leader needs to have knowledge on managing people and instruction.

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ISLLC Standard: 3 Today, I reviewed with a few teachers in my department what the expectations were for following through on
Issue/Topic: MSA Blitz administering the Maryland State Assessment (MSA) blitz activities in their Social Studies classes. After conducting a
Month: March 2011 series of walk-throughs, I found that two teachers were not administerng the blitz activities on a consistent basis.
Week: February 28 – March 04, 2011 Therefore, I spoke individually with the two teachers on why administering the MSA practice exercises to students
Date: March 01, 2011 was crucial to student academic success on the MSA. After my meeting with both teachers, I conducted two follow-
up visits to their classes to. In order to improve student achievement, Leaders cannot be afraid to address school
issues which come in direct conflict with the school’s vision and mission statement.
ISLLC Standard: 5 & 6 Today, I held a meeting with a teacher in my department who was not following some of the professional codes of
Issue/Topic: Honoring Codes of Ethics ethics described in the Montgomery County Professional Teacher Standards Guide. As a leader, it is not easy to hold
Month: March 2011 conversations with your colleagues which may not pertain directly to teaching. However, professional codes of
Week: March 14 – March 18, 2011 ethics must be followed by all staff members and it’s the responsibility of leadership to promote and support those
Date: March 16, 2011 ethics. Educational leaders must up-hold the rules and policies of the school and school system.
ISLLC Standard: 2 Today, I held my monthly meeting with members of the Social Studies department to discuss developing
Issue/Topic: Professional Development departmental and individual teacher professional development plans. Using the co-teaching analysis data of special
Month: March 2011 education students, we created a professional development goal for the department and then decided that each
Week: March 21 – March 25, 2011 teacher would develop another goal based upon their professional development needs. Leaders should always
Date: March 21, 2011 solicit the input of their staff when making decisions regarding teacher instructional needs and practices.
ISLLC Standard: 5 Today, I held a meeting with two staff memebers in my department who are instructional cohorts. Both teachers
Issue/Topic: Meeting the Common Good came to me with concerns regarding the ability to work with one another. After separately speaking with each
Month: March 2011 individual, I brought both of them together to share their frustrations and then made a few recommendations on
Week: March 21 – March 25, 2011 how to resolve the issues between them. In the end, I reminded both teachers that their job is to help improve the
Date: March 24, 2011 instruction of students. One thing I learned through many of the leadership experiences I have encountered this
school year, similar to this situation, is that school leaders are managers, instructional leaders, and psychologists.

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ISLLC Standard: 5 Today, I met with one of the teachers I supervise in the Social Studies department. I conversed with her about the
Issue/Topic: Grading and Reporting high number of D’s and E’s students received in her class during the third marking period. We discussed why a large
Month: April 2011 number of students were not being successful in her classes and what could be done to improve student
Week: March 28 – April 01, 2011 achievement. After a thirty minute meeting, we were able to come up with an action plan to address the academic
Date: April 01, 2011 needs of the students. As a leader, the principal has to be an advocate for the learning of all students.
ISLLC Standard: 2 Today, I met with the teachers I supervise in the Social Studies department to check on their progress with
Issue/Topic: Professional Development completing their professional development plans. This meeting was a follow-up session to see if everyone was on
Month: April 2011 track with writing their professional development goals and objectives. Inspiring others to see the need to evaluate
Week: April 03 – 08, 2011 and change their teaching practices is not an easy job. I did receive some push back from a few veteran teachers in
Date: April 04, 2011 my department. However, I shared with them data of student performance in their classes and they began to see
the relevance in developing PDP’s. A school leader has to believe in their own vision before sharing it with others.
ISLLC Standard: 1 Today was an interesting day in leadership. I participated in the 2010-2011 Montgomery County Public School job
Issue/Topic: Hiring of Personnell fair which was held at Einsten High School, located in Kensington, Maryland. During the job fair, my principal put me
Month: April 2011 in charge of interviewing candidates for possible teaching vacancies that may come about as a result of teachers
Week: April 11 – 15, 2011 looking to transfer to other schools. This was the first time in which I interviewed possible teaching candidates
Date: April 13, 2011 outside of my department. This was a great experience for me as an aspiring leader.
ISLLC Standard: 2 Today, I participated in a Root Cause Analysis collaborative work session with the school leadership team and the
Issue/Topic: Student Achievement community superintendent. We looked at what may be the symptoms and causes of the school’s African-American
Month: April 2011 population not meeting the AMO for the Maryland State Assessment. The Annual Steering Committee meeting was
Week: April 11 – 15, 2011 helpful with preparing me for the type of work a principal will need to be educated upon in order to improve
Date: April 14, 2011 student achievement.

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