The document outlines a practicum plan and campus-supervised log for Derek Fitzhenry. It provides directions for completing the plan and log to document 256 hours of practicum activities. The plan includes 44 skills areas related to school leadership domains. Fitzhenry will observe, participate in, and lead various activities and record details of these activities including hours spent, dates, and reflections in the log. The log is submitted to document practicum hours and experience.

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Practicum Plan and Campus–supervised Log
Total supervised hours = 256
Directions for Practicum Plan- You will use this form to develop your practicum plan. You should complete Columns B,
C, and D only for all 44 skills areas.
Once your plan has been approved and you begin your practicum activities, this form will be used to document those hours.
Directions for Campus-supervised log
You will complete columns E, F & G.
This log should summarize and document all Campus Supervised practicum activities that have been completed. You will
document your activities on this form and submit the completed form in your 12th course.
The Practicum requires a minimum of 150 campus supervised practicum hours.
Failure to fullycomplete the planand/or the log will resultin receivingan incomplete forthe course.

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Derek Fitzhenry Total supervised hours = 256
Lamar University Practicum Plan and Campus-supervised Log

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Column A Column B Column C Column D Column E Column F Column G
SBEC
Domain,
Competency
Leadership Skill #
NETS-C
Activity Summary Observing
Participating
Leading
Title of Person
Evaluating your
performance on
this activity.
Hours
spent on
activity
Date
Completed
Reflection (At least 150 words
describing what you learned from
this activity) (Required)
Domain I:
School Community
Leadership
Competency 1:
Vision and Campus
Culture
Skill 1
Vision/mission
A. Attend meeting with
Mr. Bollich that
focus on developing
new initiates to
improve campus
culture for the 2014-
2015 school yeah
B. Served on Principal
Administrative Team
as sub-Assistant
Principal. 6
Meetings over a 6
Weeks period
Observing Principal 6 hours
12 hours
July 2014
Nov.2014-
Jan 2015
A.This was an interesting meeting.
Involved in the meeting were our
campus counselors and our
administrative team. There were
several ideas that were thrown
around as to how we can improve
our campus culture. The one thing
that was evident is that everyone in
on the same page as far as what
they want for the campus. This
group held meetings once per
week for the last 6 weeks of the
school year. We will continue to go
with the campus slogan One Team
One Goal. This campus has done
a traffic job of having all the
teachers “buy in” on this goal. The
teachers post in in their class and
have it on their letter heads
B. Served on the Principals
administrative team for 6 weeks as
a substitute for one of the assistant
principals that was out for 6 weeks.
We meet every week to discuss

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the culture, progress of the staff,
concerns, and what the
administrative team needed to do
for the upcoming second semester.
A part of our meetings were
included planning for second
semester testing on the STARR.
Domain I:
School Community
Leadership
Competency 1:
Vision and Campus
Culture
Skill 2
Strategic Planning
A. Meeting with our
World Geography
department and
developing a plan to
improve the scores
of our ELL students.
We meet with the
reading department
to help develop
ways that core
content teachers
can more effectively
incorporate reading
skills
B. Planning with
assistant principal
for March 2015,
STARR testing.
English 1
Participating Principal and
Department
Head
3 hours
15 hours
July 2014
Nov. 2014-
Jan. 2015
A. We met as a World Geography
department first and decided we
needed the help of the reading
department to come up with ideas
of how to use Geography to help
the ELL students in reading. This
meeting involved a flood of ideas
from our reading department.
They were more than happy to
have this meeting, as most on our
campus do not elicit their services.
They provided several way that we
can not only aid students in
improve basic reading skills, but
we can also improve our core
content retention. This was the
most enlightening meeting that I
have been involved in and will
definitely be taking some of their
suggestions back to my class
room. I meet with them during their

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late arrival meeting for two late
arrival days.
B. Planned for March 30, 2015
STARR English 1 testing for 9th
grade campus. Helped organize
teachers and faculty proctors, hall
captains, restroom monitors,
testing material pickup and drop
off. We had 125 staff members and
had to organize a plan for 55
proctors to administer the test and
have other faculty relieve the
proctors for breaks. We did our
district assessment in February as
a trial run. So we could work out
the kinks and make sure we were
perfect on the State test. We had
to plan the training for the EOC
and have several different times
that training could be done to
accommodate all faculty and staff.
I was in charge of assigning
proctors to rooms and assigning
staff to restroom.
Domain I:
School Community
Leadership
Competency 1:
Vision and Campus
Culture
Skill 3
Data collection and
A. Assist in the
development of
questionnaires/surve
ys, information
forms needed by the
school (exp.: climate
surveys, staff
Participating Principal and
Campus
technology tech.
6 hours July 2014-
Aug. 2014
A. Meet with the technology
director of our campus. We worked
together on developing the faculty
survey on technology use by
teachers and administrators. She
completes this survey at the
beginning of the year so that she

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analysis morale, or other
faculty, parent, or
student surveys to
gather information
for school
improvement.
B. Organized district
English assessment
for February, 2015.
12 hours
Jan. 2015
has an idea of what she needs to
do to help the faculty to grow in the
area of technology. We were
looking for training opportunities
that the teachers and
administrators could use and help
them complete their jobs. We also
wanted to know what teachers
needed to increase the use of the
computer labs. The prior year the
only times the majority of the
teachers used the computer labs
were when they had to. We
gathered the information and then
we worked on resources to help
the teachers in their training to use
technology in the classroom with
their students. It was interesting
how many teachers do not feel
comfortable using technology in
their lesson but when they know it
and do use it they love it. They
want to use the technology but fear
failure because they are not
comfortable with the technology. It
is obvious more training time is
needed to help teachers take
advantage of the many
opportunities.
B. Worked with counselors and
English I teachers to organize the
Galena Park ISD English I

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assessment test. We organized
teachers and faculty training. I was
in charge of assigning teachers
and faculty to room to proctor the
test. I also helped organize the
testing material in boxes to
distribute to the proctors. Included
in this box were all testing
materials.
Domain I:
School Community
Leadership
Competency 2:
Communication and
Collaboration that
Promotes Student
Success
Skill 4.
Effective
communication
.Conduct a portion of a staff
meeting that relates to
teacher involvement with
discipline related to student-
athlete classroom behavior. I
will ask them to complete a
survey evaluation at the
conclusion of the meeting
Leading Principal 3 hours Nov. 2014 I was able to review with teachers
our tiers of behavior during a
recent staff meeting. This took
quite a bit of planning and
research. We had several
incidents of students’ behavior that
were not being handled among the
core teaching teams. These
behaviors had the admin staff busy
with too many behavioral issues.
After informing teachers what
behaviors that should handle as a
core tem, this was my first instance
dealing with negative response
from teachers. I was interested to
note the number of teachers who
abuse the use of coaches in
discipline student-athletes.
Coaches are trying to support the
teachers but teachers are not
aware of the rules in athletics and
think that students that fail their
class cannot participate in practice.

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I think teachers in some situations
are using the threat of “I will fail
you for athletics” if you don’t
behave properly. This is effective
at times but other times the
athletes are aware that they are
not in season so the failing grade
does not impact them. So the
teacher thinks the student is being
punished when actually he/she is
not.

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Domain I:
School Community
Leadership
Competency 1:
Vision and Campus
Culture
Skill 5. Negotiation/
consensus building
Observe principals meetings
with parents and staff.
Observing Principal & Asst.
Principal
5 hours Sept. 2014-
Feb. 2015
Throughout the process of
observing and interviewing our
administrative team meetings to
determine the effectiveness of
campus core teaming including:
the principal, associate principal,
assistant principals, curriculum
specialist, and department chairs, I
was able to gain a stronger
understanding of our campus
leadership culture and the variety
of leadership that exist on our
campus. The main reason that
many wanted to keep the teaming
concept is that it promotes
collaborative decision making.
This style of decision making
keeps all stakeholders involved
and motivated for each day. These
weekly meetings allowed the
Principal to address concerns with
his administrative team and their
efforts to develop their
departments. Each administrator
was assigned a department and
expected to cultivate the core
teaming attitude.
Domain I:
School Community
Leadership
Competency 1:
Vision and Campus
Observe a school board
meeting and analyze the role
of the leaders and their
behavior as they outline
goals, determine problem
Observing Principal 3 hours Oct. 2014 Being able to witness the
collaborative decision making
process at the district board
meeting was a great experience to
take part in viewing. I have

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Culture
Skill 6. Collaborative
decision making
areas, and foresee
challenges
attended many meeting of different
school boards, but this time I was
looking for specific collaborative
efforts. The most visible concept
was that each member had their
own particular role in ensuring that
all business was properly handled.
It was also evident that there was a
level of respect among the
members. Each member gave
great attention to each other when
ideas were shared. For a group to
be able to work together there
must be a mutual respect for what
each individual brings to the
collaborative effort. I have
witnessed other board meetings
where the board was divided on
many issues and at times held that
divide on other issues just to make
a point. It was obvious the Supt.
has to be a strong leader to hold
these leaders together.
Domain II:
Instructional
Leadership
Competency 4:
Curriculum,
Measurement, &
Alignment of
Resources
Skill 7
Curriculum Analysis
A. Interview persons
involved in the
implementation of a
school curriculum.
Describe the
implementation
process, and note
successes and
concerns or
Participating/Leading Principal &
District Social
Studies Director
16 hours Sept. 2014 A.I met with the District Social
Studies Director and discussed
how we tie lesson plans into the
District Social Students
assessment test given each six
weeks. We got into the area of test
questions and how to write
effective test questions. I worked
with her on the second six weeks

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problems with its
implementation. I
also worked with the
District Social
Studies Director on
developing a District
Assessment test for
the Fall Semester.
B. World Geography
textbook selection
committee
8 hours Sept. 2014-
March
2015
assessment and she had me take
the three six weeks assessments
and lesson plans for World
Geography and develop the Fall
Semester District Assessment test.
All the World Geography teachers
used the District Assessment test
as their Semester exam. We
provide each teacher with their
scan sheets with their student’s
names and ids already on the scan
sheets. After the test all the
teachers have to do is scan the
test their student’s results are
shown online in Eduphoria. This
was an excellent opportunity for
me to understand how to develop
test questions at the different
learning styles ad levels.
B. Served on a committee to select
a new textbook for World
Geography. The current book the
Geography teachers are using is
over 15 years old. We meet with
two different textbook companies
and had each company present
their books and resources
materials. We then took that
information and presented it to the
9th grade teachers at North Shore
High School and Galena Park High
School. We had the teachers

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review the textbooks and the
resources and write their thoughts
and opinions on each textbook. We
reviewed all opinions and request
and sent the questions back to the
textbook companies. Once the
companies answered the teacher’s
questions we scheduled another
meeting for end of April to finalize
the selection of the textbook we all
will use for the upcoming year.
Domain II:
Instructional
Leadership
Competency 4:
Curriculum,
Measurement, &
Alignment of
Resources
Skill 8.
School/Program
Scheduling
Participate in the process of
student class scheduling of
all 9th grade Athletes. Our 9th
grade campus includes 1300
students and approximately
300 athletes.
Participating/Leading Principal and
Counselor
8 hours July 2014
and Jan.
2015
In my current position I am the 9th
grade Campus Athletic
Coordinator. I met with the campus
counselor on scheduling of the
student athletes in 5/6 period
block. We have the athletic period
during the 5/6 block and there are
many issues including; many
students at the 9th grade campus
also take classes at the Senior
High School that is 3 miles away
from the 9th grade campus, we
have issues of students who are
not able to take athletics due to
having to take mandatory classes
in English and Math, other athletes
who have to schedule their time
around a class due to riding a bus
to and from the 9th grade campus
to the Sr. High campus. We also
came up with a plan for those

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students who will quite athletics
are being taken out for discipline
issues. We do not have PE classes
during this time so it’s not as easy
as just moving them into PE. This
was an ongoing process
throughout the football season. We
also have many students who
move in and out of the district and
fall behind in classes and a
decision has to be made whether
they go into athletics or a tutorial
class to catch up in the class. We
also designed specific times for the
athletes to go to tutorials during
athletics on open weeks of the
competition schedule.
Domain II:
Instructional
Leadership
Competency 4:
Curriculum,
Measurement, &
Alignment of
Resources
Skill 9. Supervision
of
Instruction/Instructio
nal Strategies
Observe a teacher in
classroom instruction
detailing their performance.
Mentoring new teacher
Observing/Leading Principal. &
World
Geography
Dept. Head
8 hours Aug. 2014-
Dec. 2014
We had two first year teachers in
World Geography this year and I
was assigned to be the mentor of
one and took on the other for the
experience. In August, I
supervised the two individuals
several times over the course of
the first semester of the year. I
met with both teachers individually
to discuss my experiences and
what I would be looking for as I
observed their classroom. I
treated each observation like a
PDAS evaluation, all the while
paying close attention to their

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classroom management. I wanted
to see how their classroom
management, or lack thereof,
impacted the learning of their
students. It was relieving to see
that both of these young teachers
managed their classrooms well.
Expectations, procedures, and rule
were clearly stated and understood
by the students. This produced an
environment that was conducive to
quality learning. I also held a post
conference with each teacher and
explained to them how well they
were doing. One of the teachers
was young in age and the other
was in her thirties but it was her
first year. The both had exceptional
classroom and the older teacher
was voted “Rookie of The Year”
Domain II:
Instructional
Leadership
Competency 5:
Campus Culture &
Professional
Learning
Skill 10.
Learning/Motivation
Theory
Meet with the World
Geography Department
teachers to help insure
proper classroom
management, differentiated
instruction practices,
competent content
instruction and motivation
Participating Principal & Wld.
Geo. Dept.
Head
6 hours Sept. 2014-
Dec. 2014
During out late arrival time, we
gathered several world geography
lesson plans that we have utilized
the previous year. We then
reviewed the lessons to identify the
activities as traditional, behavioral,
cognitive, or experimental. We
were pleased to see that most of
our activities were identified as
cognitive or experimental.
However as a department we
decided that it is best to continue

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to push our students and out
teaching skills. We developed
three additional lessons that we
could modify in order to change
them from traditional learning into
experimental learning. We
continued this process each week
during our late arrival professional
development days. We have the
students arrive at school at 9 am
on every other Wed. and from 7
am to 8:45 we meet as a
department and plan our lessons
and evaluate the previous year’s
lessons, come up with new ideas
and ways to help our students who
are struggling while challenging the
students who are at a more
advanced level.
Domain II:
Instructional
Leadership
Competency 5:
Campus Culture &
Professional
Learning
Skill 11.
Learning Technology
Interview persons
responsible for purchasing,
supporting, or managing
technologies used for
instruction. Describe the
process for implementing
current and new
technologies
Participating/Observing Principal & Tech
Instructional
Specialist
4 hours Feb. 2015 As our society rapidly changes
within the digital age, it is
extremely important that teachers
and campus administrators
embrace the new learning
resources that are available to us.
While in different classroom, I
observed the application of a
variety of different technology. The
Tech Specialist had me observe
several classes to show me the
different technologies in the
different disciplines and the lack of

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in some. In one classroom they
used the student response clickers
to obtain rapid assessment data
about content. This allowed the
teacher to immediately see where
she needed to alter her instruction.
Another teacher used a basic
PowerPoint with embedded videos
to reinforce their content for the
day. One classroom was not
making efficient use of the
technologies that were available in
his classroom. I feel that his lack
of technology usage resulted in his
students not being as engaged at
the previous two classrooms that I
visited. Again I feel he does not
take advantage of technology
because of this lack of confidence
in his own ability with the tool. I
discussed with the Tech Specialist
the fact there are required days
that each class has to use the
computer lab and we as teachers
are all required to create a “Moodel
Page”. This will eventually help
teachers that are reluctant to use
technology. I see a glaring
advantage for those teachers that
do use technology. The technology
motivates the kids and gets all the
kids involved much more than a

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traditional style of teaching.
Domain II:
Instructional
Leadership
Competency 5:
Campus Culture &
Professional
Learning
Skill 12. Evaluation
of Student
Achievement/
Testing and
Measurements
Review district assessment
date from recent Common
Assessments and District
Assessments and aid in
discovering instruction
strategies will improve
deficient performance areas.
Leading/participating Principal &
Special
Programs and
Testing
Coordinator
8 hours Sept. 2014-
Dec. 2014
Each week we met to review data
from our district assessments. We
searched to identify weaknesses
and worked together to create a
plan to address those weaknesses.
Our principal always informs us of
the importance of data mining, and
it has become an expected part of
department meetings and lesson
planning. All decision made my
departments is data driven
decisions. As a team we utilize
common assessments, unit
assessments, and past data to
determine out decisions. While
creating new lessons that focus on
our weaknesses we adhered to the
TEKS and the EOC testing
blueprints. We use our after school
meetings to mine this data along
with our late arrival days for
students.
Domain II:
Instructional
Leadership
Competency 4:
Curriculum,
Measurement, &
Alignment of
Resources
Leading the 9th grade
Campus Athletic Program as
the Campus Athletic
Coordinator
Leading Athletic Director
and Principal
15 hours July 2014 –
March
2015
I have been assigned the position
of 9th Grade Athletic Campus
Coordinator. My duties including
coordinating all the sports teams
on the 9th grade campus including
football, basketball, cross country,
volleyball, track, baseball, softball,

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Skill 13. Supervision
of Extra/Co-
Curricular Education
tennis, for boys and girls. We have
held monthly meetings with all
coaches to coordinate the sports
activities and the transitions from
one sport to the other as the
season changes. I am responsible
for collecting all sports schedules
and checking them with each other
and the district calendar to insure
there are not conflicts. I have the
duty of being the first line of
communication between our
campus and the High School
Campus Coordinator. I have had to
work with conflict between coaches
concerning athletes that were
shared by the different sports
teams. We have to come up with
the best compromise for the
student when the student is
participating in two sports at the
same time. I also am the liaison
between the Athletic Director and
9th grade parents. I am responsible
for the security of the athletic
facilities and the scheduling of not
school events on the camps
facilities such as youth sport
games and YMCA contest.
Domain II:
Instructional
Leadership
Collaborate with an
experienced staff developer
in one staff development
Participating Principal & Asst.
Principal
6 hours Oct. 2014 I worked with one of my Assistant
Principal to plan implement,
instruct and evaluate a campus

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Competency 6:
Teacher (Staff)
Evaluation and
Development
Skill 14.
Staff Development/
Adult Learning
activity. . wide staff development opportunity
to address effective strategies for
LEP students. This was designed
to aid our teachers in better
serving our growing LEP
population. Designing a staff
development is much like
developing a lesson for my
classroom. As a staff development
creator you must create an
engaging lesson that provides
information, but also allows for the
staff to work with the actual
material in a learner centered
manner. In addition is extremely
important that the information is
being provided and it is provided in
a way that makes it relevant to
their classroom instruction. The
biggest complaint regarding staff
development is that they are a
waste of time because they are
irrelevant to their classroom. As a
staff developer I wanted to work
diligently to connect the material to
their classrooms while always
striving to make it relevant to the
teachers’. The LEP staff
development addressed an issue
that impacts a majority of our
instructors so the material was
pertinent and extremely relevant to

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most.
Domain II:
Instructional
Leadership
Competency 7:
Decision-Making and
Problem Solving
Skill 15.
Change Process
Meet with a current leader
involved in implementing a
school/district change. Find
out why the change was
made and what steps were
taken to make the change.
Summarize and include in
notebook
Participating Principal 2 hours Dec. 2014 During the 2013-2014 school year,
the campus that I currently work on
(9th grade campus) had an issue
with student tardiness. As they
wrapped up the 13-14 school year
and began planning for the 14-15,
Principal and his administrative
team were charged with creating
strategies that can be utilized to
lessen these issues of students’
tardiness. He collected data, talked
to staff members, researched
techniques, and ultimately
developed a plan to alleviate this
issue. His plan included tardy
sweeps to a tardy station,
consequences based on a
student’s accumulated tardiness,
full staff participation in the tardy
process, and an incentive program
for students that reported on time.
When the plan was completed he
presented the plan to the other
campus administrators. Thoughts,
ideas, opinions, and concerns
were shared, but by the end of the
meeting a plan for the 14-15
school years was ready for use. I
have witnessed this plan and the
tardiness is much better from the

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description of what was going on
the previous year. Teachers are
actively involved every day in
pushing kids to get to class. It is a
very tedious job but necessary in
order to cut back on the disruptions
the tardies produced the years
before.
Domain III:
Administrative
Leadership
Competency 9:
School Safety
Skill 16.
Student Discipline
Meet with a representative
group of selected students to
discuss school rules and
discipline procedures.
Leading Principal &
Student Council
1 hour Nov. 2014 I met with the 9th grade student
council and discussed with them
the current rules on dress code.
Currently the campus does not
allow sagging pants, hoodies to be
worn and jeans with holes unless
something is worn underneath the
jeans. Most of the students do not
like the rules but do understand the
need for rules for sagging pants.
Boys must have their shirts tucked
in at all times. This becomes a
constant struggle with the teachers
and the administration. As students
walk the halls the teachers are all
talking to students about making
sure their IDs are out, making sure
shirts are tucked in. Most of the
boys that keep their shirts out, do
so because the want to sag their
pants. This a common “style” and
has reached a point of absolute
observed how low the pants are
being worn. All the student council

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members were in support of the
sagging rule but felt the rule was
not enforced consistently and
fairly. Most students are told to pull
their pants up and do so for about
two steps and then the pants go
right back down below their rear.
It’s obvious that if this is going to
be addressed appropriately, their
will have to be stiffer consequence
for students who sag their pants.
The council members were not for
stiffer consequences.
Domain II:
Instructional
Leadership
Competency 7:
Decision-Making and
Problem Solving
Skill 17.
Student Services
Review policies related to
dealing with bullying.
Determine whether the
school and district complies
with policies, and assesses
whether practices within
policies are effective in
meeting students’ needs
Participating Counselor &
Principal
5 hours Jan. 2015 My campus has several programs
in place to combat bullying in our
school. We have a safe schools
program that includes a detailed
professional development training
for all of our district employees,
including: identifying students that
may potentially be being bullied,
identifying students who are
bullies, strategic approaches to
speak with students who are being
bullied or students who are
bullying, rules and expectations in
place for all students on our
campus dealing with zero
tolerance policy, and the process
in place to receive support for
students through administrators
and guidance counselors. Besides

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the mandatory trainings, our head
counselor provided me with an
opportunity to attend and
participate in the monthly meeting
for our mentor program. This
group provides tremendous
support for students on our
campus that are dealing with a
myriad of issues included bullying.
Our campus also announces a
open door policy to any student
suffering bullying or anybody
witnessing bullying. This
announcement is made every
morning at the beginning go first
period.
Domain III:
Administrative
Leadership
Competency 8:
Budgeting, Resource
Allocation, and
Financial
Management
Skill 18
General Office
Administration
In the role of 9th grade
Campus Athletic Coordinator
I will be ordering all
necessary equipment and
budget awareness for the
football program for the 2014
season. I will also be
interviewing my campus
principal about how campus
budgeting differs from
athletic budgeting.
Leading/Participating Principal &
Athletic Director
3 hours July –
August
2014
This summer I had the opportunity
to review the budget for our 9th
grade football program, begin
assessing our needs for the 14-15
year, and start the ordering
process. This project was done in
collaboration with the athletic
director. Each year each athletic
sport is given a set budget that is
released for purchases on
September 1 of each school year.
In order to ensure that all
purchases are received on time,
we must place orders before the
start of August. By ordering early
we are nearly guaranteed to have

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our items in our hands by the first
day of school. It is imperative that
coaches and sponsors keep a
diligent eye on the funds that are
being spent within their budget.
These purchased items are going
to improve the experience of our
student-athletes, and we owe it to
them to be great managers of
those funds. The principal has a
set budget with several line items.
He does have a certain amount of
latitude when working with his
budget but must stick to the budget
codes. He has a few line items that
are coded to where he can make
purchases for different subjects
and courses and reason.
Domain III:
Administrative
Leadership
Competency 8:
Budgeting, Resource
Allocation, and
Financial
Management
Skill 19.
School Operations/
Policies
Review school/district
procedures for opening and
closing the school year.
Observe these procedures.
Observing/Participating Principal 6 hours August
2014
This was a chance for me to assist
the Asst. Principal with the
planning of the beginning of the
year, school and district
procedures and to deal with the
preparations for the start of a new
school year in August. I was given
the responsibility of assisting with
reviewing the district procedures
for text book return to help close
out the school year for this
upcoming year. We basically
copied the procedure that is
already in place with the exception

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of how we are organizing the
return of the text books by
department. The plan is to have
departments pick two days in
advance and turn the text books in
by department. They have used
alphabetic order in the past. This
job is important because accurate
text management can save a
campus several thousands of
dollars against their budget each
year. This is a tedious process that
can cause some students to have
their diplomas to be held, and
cause the checkout of some
teachers to be delayed so that all
text books can be procured that
have been issued at the beginning
of the school year. To begin the
school year I was able to assist
with the organization of the
professional development activities
that welcomed our teachers back
to campus. This was more
challenging because we had to
develop creative activities that
were engaging to adults.
Domain III:
Administrative
Leadership
Competency 9:
School Safety
I will observe the steps that
my campus administration
must go through to resolve
maintenance issues. I will
also, work closely with
Leading Principal &
Athletic Director
10 hours July 2014 –
May 2015
Throughout the course of the
school year I am responsible for
security and maintenance of our 9th
grade campus athletic facilities.
This included scheduling security

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Skill 20.
Facility and
Maintenance
Administration/Safet
y and Security
district athletic field and
facility maintenance
personnel through the
duration of the year.
on game days, collecting
ticket/concession money, field
maintenance, and more. One of
the most difficult things that we
have to do at our complex is to
develop a security crisis plan and a
medical emergency plan. This
poses a problem because our
facility is so far from the main
campus, (Senior High). However,
by collaborating with our athletic
director, senior high campus
athletic coordinator, and 9th grade
campus principal we were able to
develop and drill a plan what we
feel will place our student-athletes
in the safest environment possible.
We put this plan together in a
booklet that was distributed to all
athletic personnel and
administrators. One of the most
impressive safety measures we
have in place is the weather
service announcement all athletic
personnel are texted when there is
server weather in the area.
Lightening warnings are crucial for
our sports outside. I was
instrumental in having this put in
place with my back ground as an
athletic director from previous
district.

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Domain III:
Administrative
Leadership
Competency 9:
School Safety
Skill 21.
Student
Transportation
Interview the director of
transportation, and discuss
current issues and needs
regarding transportation.
These should include cost,
maintenance, personnel
issues, training and safety
and student problems.
Participating Principal &
Director of
Transportation
3 hours Feb. 2015 This was one of my most
interesting interviews and meetings
that I had through my practicum. I
have very frequent interaction with
our Director of Transportation due
to my responsibilities of handling
the travel arrangements of our
football program. However this
time I discussed pre and post
school student transportation with
her and not extracurricular
transportation. The district policies
are very specific in regards to
student transportation. The rules
and regulations are in place so that
safety of the students and faculty
are paramount. During this
interview the Director of
Transportation consistently made
mention of compliance with district
and campus policies so that she
and her staff can emphasis student
safety. Her main responsibility is to
ensure that all transportation,
campus, and district policies are
followed at all times. It is
overwhelming to truly understand
the responsibility the
Transportation Director has in
insuring and providing safe
transportation for students. The
biggest struggle they have is

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finding competent drivers that can
be trusted to drive safe and do a
good job of managing student
behavior on the bus. The process
of finding these drivers, back
ground checks, test driving, and
training the drivers in all aspect of
driving the bus are complex and
difficult. Sometimes you are
required to have drivers but do not
have the drivers you need or a
potential driver doesn’t have the
driving record you would like them
to have but does qualify for the job
and you must hire them do to a
lack of drivers. Interesting job with
great responsibilities.
Domain III:
Administrative
Leadership
Competency 9:
School Safety
Skill 22
Food Services
Observe a food service
worker in the preparation
and delivery of either a
breakfast or lunch meal and
note the difference between
a Title 1 service and more
affluent schools that I have
taught at.
Observing Principal & Food
Service
Coordinator
4 hours Sept. 2014 This was an eye opening
experience to be able to see a
breakfast service at a Title I school
the size of ours. Due to Title I,
each student in our district is able
to have a free breakfast. While
this is a great resource for students
and their families, it provides a
logistical a daily nightmare for the
food service staff. They must
serve an extremely large breakfast
and lunch service. During this
experience I arrive at the cafeteria
at 5:30am to observe their process
from the very beginning. Each

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morning our cafeteria offers a cold
breakfast and a hot breakfast
option. The breakfast service
preparation take about an hour,
serving student the breakfast take
another hour and then there is an
hour of clean-up before lunch
preparations begin. Each cafeteria
staff member worked
collaboratively and diligently to
ensure that our student population
was able to enjoy breakfast and
lunch each day. I saw some
students who were very
appreciative of the meal and I
witnessed others receive the
breakfast at the middle of the line
and then throw the meal away at
the end rather than eating the
meal. Students who do these type
things are lectured but they are not
given consequences for this
behavior.
Domain II:
Instructional
Leadership
Competency 6:
Teacher (Staff)
Evaluation and
Development
Skill 23. Personnel
Procedures
Gather information from two
or more administrators on
relevant and legal
questioning/assessment
strategies used in
interviewing. I will sit in
interviews as my campus
searches for new staff
members for the 14-15
Observing Principal and
Assistant
Principals
6 hours July 2014 I was offered the chance to
participate in the process of
interviewing several applicants that
were interested in various teaching
position on our campus.
Throughout this process, I
gathered a great deal of
information and experience. I
learned the each candidate should

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school year. not only be answering questions
about their qualifications and
experiences, they should be asking
questions about what our campus
is about. It is important for
potential campus employees to
know and understand expectation
of our campus employees. By
asking questions they can ensure
that they are comfortable with the
environment that they will
potentially be working around. The
principals placed a great deal of
emphasis and importance on how
well the teacher interviewed. I have
11 years as an athletic director and
have interviewed well over 300
people and hired over 100
positions in those 11 years. I think
the interview is important but I do
not hold it as the most important. I
have learned some teachers and
coaches that are excellent at their
job don’t always do well in
interviews and I have interviewed
candidates that knocked the
interview out of the park but had
poor references. I believe the
whole process of resume,
interview, past history of
evaluations, references and “gut
feeling’ should all play an equal

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role in selecting teachers.
Domain III:
Administrative
Leadership
Competency 8:
Budgeting, Resource
Allocation, and
Financial
Management
Skill 24. Supervision
of the Budget
I will oversee the 2014
budget for the 9th grade
football program. I will also
interview my campus
principal regarding the
responsibilities of overseeing
a campus budget.
Leading/Participating Principal &
Athletic Director
8 hours July 2014 –
June 2015
As the 9th grade Campus Athletic
Coordinator, throughout the entire
school year I am responsible for
managing the budget for our
football program. This involves
ordering, fundraising, and game
day money collection. The most
frustrating part of this task is
dealing with our distributor,
Barcelona Sporting Goods.
Clearly communicating our
program needs and the specifics of
what needs to be ordered is of the
upmost importance. We often get
orders mixed up due to poor
communication. Poor
communication skills can be
detrimental to a programs budget.
This is especially true with football
as we are dealing with extremely
limited funds because it is the 9th
grade program and not the varsity.
The majority of our equipment is
“hand me down”, which means
typically it does not fit and you
have to order specific items to mix
and match other items. As a
program we hosted a fundraising
golf tournament. The organization
and soliciting of this event to raise

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additional funds was tiring, but
necessary. I was involved in each
step of the process, from
organizing the event scheduling
with the golf course, ensuring
people who contributing money
received a receipt, depositing the
money in our campus activity fund
account and have receipts that
back every penny and all
expenditure we had throughout the
tournament.
Domain I:
School Community
Leadership
Competency 2:
Communication and
Collaboration that
Promotes Student
Success
Skill 25 Community/
Public Relations
Interview one or more
persons involved in
school/district public
relations.
Participating Principal 2 hours Aug. 2014 I schedule a meeting with our
district’s Assistant Superintendent
of Operations. While sitting with
him it was an opportunity to review
our district’s policies and
procedures from a different
perspective. Mr. Moore began by
describing how construction
meetings work and how he must
work closely with the community to
ensure that all facilities that are
being built or remodeled are being
put together in a way to promote
student success. He reminded me
that several individuals in the
community will have opinions when
it comes to building projects, and
you must give your ear to each of
those individuals. He stated that
these campus building and

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facilities belong to the community,
and some attributes of what they
want must be included. He said
that our district attempts to
incorporate some of the community
culture when planning building
projects as this will help students
feel more comfortable within the
school environment. When
students feel comfortable they are
apt to have more success.
Domain I:
School Community
Leadership
Competency 2:
Communication and
Collaboration that
Promotes Student
Success
Skill 26. Parent
Involvement
Organize and host a parent
meeting for all incoming 9th
grade athletes. I will
disseminate information that
pertains to academic
progress, scheduling,
practice organizations, fund
raising and requirement to
earn an athletic scholarship
from colleges
Leading Principal &
Athletic Director
7 hours Sept. 2014 This year I held a collaborative
parent meeting with all the football
program parents. This was an
opportunity for the parents to share
fundraising ideas, assign
concession duties, and obtain a
understanding of the expectations
that the football staff and athletic
department have for parent and
student behavior. All parents of
current student-athletes and the
parents of students wishing to try-
out for the program were invited to
attend the meeting. It was clearly
stated in all our messages that
parents must attend this meeting if
their student were to participate in
the athletic program. Our athletic
director has rule that all parents
must attend this meeting or
another individual meeting. If the

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parents do not, the student cannot
continue to play sports. We made
sure that anyone that wanted to
attend was invite and I scheduled
three different times for this
meeting. It was published in our
campus newsletter, in both English
and Spanish. There was also an
email sent out to the families that
were in the football email
database. In addition, we sent a
letter home with each current
football player. Finally, the
information regarding the parent
meeting was posted on the district
athletic website. We feel that the
experience of participating in our
program is enhanced by quality
parent involvement. The athletic
director demanded that I enforce
the rule of all parents mandatory
meeting. I had about 15 students
that I had to meet with their
parents individually before they
could continue to play. This took
about two weeks to complete.
Domain I:
School Community
Leadership
Competency 2:
Communication and
Collaboration that
Promotes Student
I will attend a meeting of
students’ Principal Advisory
Committee’ to hear their
input on ideas that can help
foster cultural diversity.
Observing/Participating Principal 2 hours March
2015
I had the opportunity to attend a
meeting of the Principal’s Advisory
Committee. This committee
provides suggestion to the
principal on how to improves or
create a campus culture and

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Success
Skill 27.
Climate That
Supports Cultural
Diversity
environment that is conducive to
student desires while providing a
quality learning environment. The
committee if made up of a boy and
girl student from each core
academic team. Students provide
input from their perspective on how
certain initiates are working for the
student body, My principal,. Mr.
Bollich and many other leaders, do
a great job in getting the parents
and staff perspective, but many
times we often leave out the
students’ perspective. This is a
great way to hear how the students
view the campus climate. Mr.
Bollich puts a great deal of effort in
selecting students he feels will give
good feedback to him. I sat in a
couple of his meetings and some
good feedback was given and
other times the feedback was
typical of what you would expect a
teenager to say. Mr. Bollich does a
great job of filtering through the
information for things that can help
his campus grow.
Domain I:
School Community
Leadership
Competency 2:
Communication and
Contact a local business
with the intent of having
them support the baseball
program by providing
financial contributions in
Leading/Participating Principal &
Athletic Director
4 hours Aug. 2014-
Dec. 2014
With the success of our football
program we are fortunate to have a
very active and supportive
business community. Our athletic
director does a great job of

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Collaboration that
Promotes Student
Success
Skill 28. Community/
Business
Involvement and
Partnerships
exchange for advertisement
opportunities around the
program. I will also inform
them of partnership
opportunities that can be
had with the academic
campus as well
developing relationships with local
businesses. His efforts make
things much easier for his coaches
to secure support and fundraising.
I was able to secure twelve
advertisement agreements with
local business that provided a
substantial financial contribution to
the 9th grade football program. I
also had to ensure that all of these
agreements were in compliance
with district, campus, athletic, and
UIL policy. This also gave these
businesses a vested interest in the
outcome of the program. These
local business owners now come
to game and support our
community and out student-
athletes. I also discussed with
each business owner and manager
the opportunity to get involved in
our mentoring program. We have a
mentor program that is simple and
we target student athletes who do
not have fathers and put them
together with a mentor. This
mentor contacts or meets with his
mentee once a week and talks to
him about how things are going.
We aren’t looking or financial help
in this situation just a simple “how
are you doing” from a positive male

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role model. I had two of the
community business owners
volunteer for this program.
Domain I: School
Community
Leadership
Competency 3:
Integrity and Ethics
Skill 29
Position Goals and
Requirements
Locate a public copy of a job
description for a district
employee and review that
job description with the
actual job responsibilities.
Participating Principal 2 hours Oct. 2014 There are a lot of details that are
listed as requirements under job
description and performance
evaluation standards for the PDAS.
While the PDAS evaluation system
includes detailed information
regarding what makes a successful
teacher, the teacher job description
outlines the duties and the
responsibilities without giving
details that identify what
constitutes successful and/or
unsuccessful. The PDAS
evaluation system provides details
regarding professional
communication and staying with
district policy. While the job
description vague, the PDAS
allows teachers the opportunity to
see how successful they are being.
The PDAS is a very effective way
for administrators to evaluate the
effectiveness of teachers
throughout the district and on any
particular campus. This tool is a
positive tool to help teachers grow
if the supervisor uses in that
manor. It’s important the
supervisor stress to the teacher the

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PDAS is a positive tool to help
them grown and will not be used to
intimidate them or “run them off”.
Domain I: School
Community
Leadership
Competency 3:
Integrity and Ethics
Skill 30. Philosophy/
History of Education
Find a retired educator or an
elderly community member
and conduct and interview.
Participating Principal 2 hours Sept. 2014 I visited with Mr. Mark Hopkins, a
retired teacher, administrator, and
coach within our area. He worked
in this district from 1975-2003. He
is still around the campus and
athletic events as his son teaches
and coaches for the school.
During the interview Mr. Hopkins
explained how the community has
changed drastically since he began
working in the district. Initially the
community was mostly white and
middle class. Now our community
is mostly black and Hispanic and
we serve a large economically
disadvantaged population. Mr.
Hopkins said that he noticed as his
career came to a close the large
LEP population that we had begun
to serve. He noted that changes to
faculty and staff mindset had to
change to be able to better serve
our new special populations. He
felt discipline from parents in the
home has become the number one
problem for educators today. He
also noted that the students today
do not have the fathers involved
like they had when he was

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teaching her 20 years ago. He
sees very few “dads” at sporting
events and the fathers he generally
sees at games are using profanity
at the coaches and the refs. He
was very disturbed by this part of
the change in our school district.
He felt it is the number one reason
for the drop off in performance of
students of this community and
others.
Domain I:
School Community
Leadership
Competency 3:
Integrity and Ethics
Skill 31
Ethics
Interview the 9th grade
campus principal about the
ethics that are involved in
hiring new campus
personnel. Also, discuss
how often he must deal with
ethical issues and how he
handles them.
Participating Principal 2 hour Jan. 2015 I met with my principal regarding
ethical and unethical behavior as it
deals with campus personnel. One
of the most important things that
Mr. Bollich emphasized was
teacher and student confidentiality.
He expressed the importance of
maintaining the confidentiality of all
student documents and
maintaining the confidentiality of
faculty and staff evaluations. He
also touched upon the role of
district/campus staff outside of the
classroom. He reiterated that as
much as some may dislike it, we
as employees of education we are
role models, in and out of the
classroom. Mr. Bollich says that at
times he deals with ethical issues
on a daily basis. He said that one
his biggest issues is how teachers

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interact with parents and students.
He says he is always working with
teachers on their use of words they
use with parents who are upset.
He urges them to always take the
high road, keep their cool and
allow the parent to vent before they
answer or respond.
Domain I:
School Community
Leadership
Competency 3:
Integrity and Ethics
Skill 32.
Interpersonal
Relationships
Meet with my mentor to
discuss areas of
interpersonal growth that he
feels that I need to improve
or focus on to become the
most effective principal that I
can be
Participating Principal 8 hours Aug. 2014
–March
2015
Throughout the course of my
internship, I have had the
opportunity to meet with my mentor
and receive constant feedback.
One area that I have picked his
brain, and he has provided
constructive criticism, is the area of
interpersonal relationships. This
deals with relationships with
parents, students, and staff. He
constantly emphasized the
importance of developing
relationship with all stakeholders,
even the stakeholders that you
may not like. He would remind me
daily that no matter how you feel
when you walk into the school, you
must appear to be in control of
your emotions and give a pleasant
demeanor. If the administrative
team in stressed, then the staff will
be stressed. He also taught me to
always remain calm when dealing
with parents, because issues begin

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when meeting get ‘heated’. The
one piece of advice that he always
gives it to always act as if there is
a hidden camera watching all of
your interactions. I have served as
a leader of two comprehensive
athletic programs over an eleven
year period and have a great deal
of experience with interpersonal
relationships from the perspective
of the athletic side but I have
observed Mr. Bollich and he does
an outstanding job with this aspect
of this leadership and is respected
in the district and was voted
Secondary Principal of the year in
our district this year. I believe one
of the biggest reasons he received
this awards is his interpersonal
relationships.
Domain I:
School Community
Leadership
Competency 3:
Integrity and Ethics
Skill 33
School Board Policy
and
Procedures/State
and Federal Law
Administration
I will attend a board meeting
and maintain an agenda. I
will try to maintain the results
of the items that are listed as
issues on the school board
meeting agenda.
Observing Principal 2 hours Feb. 2015 While observing the school board
meeting, I immediately became
aware of the amount to school law
knowledge that these board
member had. All members, as well
as the superintendent’s cabinet,
were well informed of a number of
issues and concerns that arose. At
the start of the meeting I was
impressed with the quick pace of
the meeting and voting process. I
have sat in many board meetings

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and walked out at 1 am in the
morning due to the slow pace of
the process and the arguing of
board members. I was informed
by my mentor the school board
completes the closed session
before the public session. The
board I was previously involved
with did this closed meeting in the
middle of the board meeting and
then came out and finished the
agenda. As the Athletic Director I
was expected to be there for the
entire meeting. This process of
having the closed meeting first, is a
more effective process. As a
campus administrator it is very
important to know the working of
school board meeting so that you
can know how to present ideas to
them in order to improve your
campus in a variety of ways.
Domain II:
Instructional
Leadership
Competency 4:
Curriculum,
Measurement, &
Alignment of
Resources
Skill 34-
Federal Programs
I will interview a school
diagnostician or a school
psychologist about the
student evaluation process
and deadlines.
Participating Principal &
Campus LSSP
2 hours Jan. 2015 This being an area I have very little
to no experience in, I spent a great
deal of time discussing the details
of the Campus LSSP job and
duties. I had the chance to talk to
our campus LSSP about our
schools RTI process. She also
informed me of various ways that
she would like to see out RTI
process altered. It is already a

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lengthy process that is done
differently within different districts.
She emphasized that teacher
participation in returning paperwork
is the best way that teachers can
aid in moving the RTI process
along. She also stated that
because of the size of our district,
she feels that we are understaffed
to handle the RTI load that we
have. She made sure that I
understood the legality that is
involved with the process and the
importance of making sure all
steps are met and completed for
the best interest of the students.
She also stated how important it is
to have a knowledgeable campus
administrator that is supportive of
the RTI process and the staffing
needs that are necessary to
effectively complete the process.
She said “proper staffing can help
us avoid a lot of legal trouble.” This
is an area I will be particularly
careful with once I am in the role
as an administrator.
Domain II:
Instructional
Leadership
Competency 7:
Decision-Making and
Attend a staffing on a
student that has difficult
parents and has been a
student that has been a
year-long behavioral issues
Participating Principal and
Asst. Principal
1 hours March
2015
The particular staffing involved a
student I knew from athletics and
was familiar with his reports of
inappropriate behavior in the
classroom. We had to overcome a

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Problem Solving
Skill 35.
Issue and Conflict
Resolution
for campus administration. difficult issue in this staff at the
very beginning. The issue certain
around the fact the guardians felt
that his teachers did not care for
him and were pushing him out
because he is Hispanic. His
classroom behavior has been a
concern all year and his guardians
have received numerous calls from
teachers. We called Mr. Cantu, a
bilingual counselor, to help the
mother feel more at ease. Once
she had a clearer understand of
what was happening she became
less defensive of her son’s
behavior. Now that the language
barrier was broken, we were able
to place the student in a situation
that will be a good learning
environment for him. The guardian
now seems has a good rapport
with Mr. Cantu, and feels
comfortable calling when there is
an academic or behavior concern.
The student is still having minor
problems in the classroom, such
as tardiness but he has not been
as disruptive in the classroom as
he has the past few months. This
student is a 16 year old 9th grader
and I believe he will only improve if
the guardians are kept in the loop

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on a weekly basis.
Domain II:
Instructional
Leadership
Competency 5:
Campus Culture &
Professional
Learning
Skill 36.
Current Issues
Affecting Teaching
and Learning
Conduct a survey of a few
teachers regarding how they
feel our campus
administration can better
handle issues that impact
the educational environment
Participating/Leading Principal 5 hours Jan. 2015-
Feb. 2015
I wanted to get input from our staff
on what issues impact teaching
and learning environment on our
campus. To do this I went around
over the course several weeks,
and met with the department chairs
on our campus. All teachers had
some variety in their responses,
but the issue of tardiness was the
one unanimous issue that
negatively impacts instruction and
the learning environment on my
campus. Most of the department
chairs felt that the administrative
staff are doing their job in trying to
lessen the issue, but it is so
widespread that it is difficult to so.
We have student late arrival days
on Wednesdays and on those days
the first period starts at 9 am and
we will typically have a high tardy
rate on those days. Also, with the
creation of new state laws that limit
the amount to time that a student
can spend outside of class,
administrator are reluctant to place
a student in a disciplinary setting
for excessive tardiness. Several of
the teachers recognized that this is
a problem that has to be

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addressed by the entire
community. Tardiness has
improved from the previous year
but is still the source of great
frustration for teachers due to the
disruption it causes the teaching
process.
Domain III:
Administrative
Leadership
Competency 8:
Budgeting, Resource
Allocation, and
Financial
Management
Skill 37.
Professional
Affiliations and
Resources
Develop a list of professional
affiliations associate with
principals, and develop a
directory of their website and
contact information.
Participating Principal 1 hour March
2015
I was very interested in this activity
due to the fact I know how
important it is to be involved in
professional organizations once I
have become an administrator. I
have not been involved in this area
and was not familiar with the
professional groups that are
important to be involved in from the
perspective of an administrator.
Some of the organizations that I
came up with were: Texas
Association of Secondary School
Principals (TASSP), Texas
Association of School
Administrators (TASA), American
Association of School
Administrators (AASA), Texas
Mentor School Network (TMSN),
National Association of Elementary
School Principals (NAESP), Texas
Elementary Principals and
Supervisors Association (TEPSA),
National Association for Secondary
School Principals (NASSP). I plan

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to join a few of these professional
groups before I finish my
certification.
Domain III:
Administrative
Leadership
Competency 8:
Budgeting, Resource
Allocation, and
Financial
Management
Skill 38.
Professional Library
Develop a list of publication
and books that are
recommended for principals
to improve at their
occupation
Participating Principal & Asst.
Principal
2 hours March
2015
Publications: Educational
Leadership, The School
Administrator, NASSP Bulletin,
American Educational Research
Journal, American School Board
Journal
Training Manuals: STAAR Test
Administration Manuel,
Professional Development
Appraisal System Manuel (PDAS),
Texas Documentation Handbook:
Appraisal, Nonrenewal, and
Termination, Texas Education
Agency Financial Accountability
System Resource Guide, A
Training Manuel for Parent
Involvement
Books: Creative Leadership for
Excellence in Schools, Poverty is
Nor a Learning Disability:
Equalizing Opportunities for Low
SES Students, The Principals
Guide to School Budgeting,
Beginning the Principalship: A
Practical Guide for New School
Leaders, What they Don’t Tell you
in Schools of Education About

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School Administration, 7 Habits of
Highly Effective People; Good to
Great
Domain I:
School Community
Leadership
Competency 1:
Vision and Campus
Culture
NETS-C 1
Visionary Leadership
Research our district
technology committee and
review their implementation
of developed plans and
technology strategic plans
for closing the technological
gaps within our district
Participating Principal 2 hours July. 2014-
Aug. 2014
For this activity I chose to review
the TEA sponsored Project Share
program, which our technology
committee plans, develops, and
implements. I focused my review
on the usage of this program as it
was used for summer school and
U.S. History EOC remediation.
This program is great because it
allowed for individualized
instruction for students in their
respective area of weakness. You
can gather data from various
district benchmarks to create
specialized plans to help students
improve their EOC scores. This
program is simple for teachers to
use and create the individualized
student centered program. All the
teachers and administrators felt
this program proved very
successful for summer school
remediation.
Domain II:
Instructional
Leadership
Competency 4:
Curriculum,
Measurement, &
Present an interactive,
technology based, lesson to
my department that will
facilitate students learning in
a modern professional
Participating/Leading Principal, World
Geography
Department
Head, Campus
6 hours Feb. 2015 For this activity I chose to teach a
lesson using interactive resources
to fellow teachers. This was an
opportunity to show fellow teachers
the resources that we have

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Alignment of
Resources
NETS-C 2
Teaching, Learning,
& Assessments
environment. Tech Specialist available on our campus to help
engage students. The Campus
Technology Specialist helped me
with my plan. This lesson also
explained how easily and rapidly
teachers can collect assessment
data and alter instruction where
necessary. Through the use of this
lesson we used response clicker o
continuously asses the content that
was being taught. We also
discussed New Path Learning.
New Path is somewhat similar to
Project Share as it allows teachers
to create differentiated learner
centered instructions. I
demonstrated to my fellow
teachers how to customize
learning centered experience for
each individual student’s needs. I
also demonstrated to them how
this program will serve as a great
way to prepare students for the
EOC exam.
Domain II:
Instructional
Leadership
Competency 4:
Curriculum,
Measurement, &
Alignment of
Resources
NETS-C3
Develop a cross curricular
online lesson using Moodle
and present that lesson to
my academic team in the
hopes that they will agree
that we can use it to facilitate
the development of a
modern learning
Participating Principal &
English
Department
Head
5 hours Oct. 2014 This activity was chosen to help
my department become more
familiar with using technology in
the classroom. I developed a cross
curricular activity with our English
department. The main technology
focus of this lesson was the use of
Moodle. I was won the best

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Digital Age Learning
Environments
environment. Moodle award at the beginning of
the year for my classroom Moodle I
created. This lesson was designed
to help students become more
familiar with primary source
documents. This is a concept that
is heavily used in Social Studies
and English. We developed an
internet based lesson and
assessment. The results of the
assessment can be viewed by the
each student’s English and Social
Studies teacher. This lesson was
shared digitally among the
teachers so that everyone had
access to the necessary
documents to complete the
instruction. There were several
teachers that were uncomfortable
with the usage of technology, but
we all made it through. Each
teacher reported that they had
more student interest and
engagement during this lesson
those in traditional lessons. As I
have stated in other reflections,
most teachers want to use
technology but need more training
to feel comfortable and they need
more time give to do this training. I
also believe teachers should be
paid to do the training. This would

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help motivate them.
Domain II:
Instructional
Leadership
Competency 6:
Teacher (Staff)
Evaluation and
Development
NETS-C4
Professional
Development &
Program Evaluation
Observe the usage of staff
development surveys and
how they are evaluated to
improve future staff
educational trainings
Observing Principal 2 hours Sept. 2014 During this activity my mentor had
me review with him the process of
evaluating staff on their
professional development
participation. The bulk to this
observation is done through
Eduphoria. All staff members on
my campus are encouraged to
attend one professional
development outside of our
campus each year. To complete a
teacher evaluation my mentor
monitors the outside submissions
through Eduphoria. When a
teacher completes a professional
development, They are to submit
the necessary paperwork to our
certification office located within
our Human Resources department.
Once all walk through and formal
observations have been
conducted, each administrator is
required to review professional
development profile located in
Eduphoria. The thought behind
this is that if teachers/staff are not
attending professional
development, they are not growing
at educators.

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Domain II:
Instructional
Leadership
Competency 5:
Campus Culture &
Professional
Learning
NETS-C 5
Digital Citizenship
Attend a professional
development that deals with
the promotion of internet
safety on a secondary
campus
Participating Principal 4 hours Nov. 2014
and March
2015
At the beginning of the 2014-2015
school year I attended a
professional development that
covered internet safety. As social
media continues to constantly
evolve our campus has had to face
a myriad of new concerns and
issues. The issues that my
campus has had to deal with
literally spread the entire spectrum.
This professional development
focused on how to monitor social
media and how to educate
teachers to be aware so that they
notice issues and concerns before
they arise. The conference also
discussed issues that students
need to be aware of and points of
emphasis that teachers can stress
to students concerning internet
safety. I was able to attend this
conference with a few
administrators from my campus.
They will present the information
from this professional development
to our campus staff when everyone
returns for the second semester,
Jan. 2015. After all the campus
staff have been given the
presentation, the campus tech
specialist will have the World
Geography classes come through

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and present the safety information
to the students. I took my class in
March 2015
Domain II:
Instructional
Leadership
Competency 5:
Campus Culture &
Professional
Learning
NETS-C6
Content Knowledge
and Professional
Growth
Register and attend a
professional development
that focus on the integration
of technology and up and
coming technologies for
instructional use
Participating Principal 3 hours July 2014 One of the top priorities for our
district is to begin using google
docs extensively. Therefore, I
attended a training that focused on
the sharing of document digitally.
This training provided information
on the capabilities of Google Docs.
This is a great way for a district to
store resources, create interactive
documents, and communicate
district wide. This technology,
while interesting, proves to be
difficult to integrate seamlessly into
classroom curriculum. This
training helped me to understand
how I can get over the hurdle that I
have come to so that I can use this
technology with my students. A
concept that they taught that I can
use in my classroom in the use of
Google Doc Surveys. My kids can
use their personal devices to
complete surveys through Google
Docs. This allows me as a teacher
to collect student driven data.

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