Reflections of the Intern Plan Review

My site supervisor and I met at my office last week to review my intern plan.  Dr. Soileau has been very supportive and helpful in this entire process; I never felt that I was imposing on his time – I know how much is on his plate each day, so I appreciate the fact that he will give time to me as well as his sincere attention and help.  I had a very positive conference with my site supervisor.  He liked the activities that I had chosen and was glad to see that many of them were activities that will benefit our district plans for the year.  He suggested that I keep all of them as written.  He did suggest that I add activities that offer experiences in observing and/or practicing “leader as facilitator,” in several areas of the district, including operations, support services, and finance, as well as instructional/curriculum areas.  He said he believed the most important element of it all was the ability to facilitate in a variety of capacities- rather it be a small meeting, or the facilitation of a campus of district-wide initiative. He said it was a skill that is critical to the success of any superintendent because when you serve as a facilitator, versus a leader of a group, you put yourself in a position that requires you to listen to all views and to work on bringing agreement among the team.  We will revisit the plan as the internship progresses.

We were instructed to read and comment on another cohort member's reflection.  I read Jeff Nations’ blog regarding his interview.  I enjoyed reading his comments and noticed right away that our superintendents offer very similar comments.  Most tend to advise us to focus on building positive working relationships with all stakeholders.  It was nice to see that his supt wants to use some of his projects as building blocks for future plans.  That should mean a lot to Jeff.   

What I conclude after reading different blogs on this topic is that good communication and learning to build positive relationships are two of the most repeated pieces of advice from practicing superintendents.  Obviously, these are two skills areas to take to heart. 

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Professional Vita

Professional Vita

Shirley D. Hitt

 21014 Lost Pine Trail, Crosby, TX 77532

281-324-1744; hitts@huffmanisd.net

Education

     Superintendent Certification Program

§  Lamar University, Beaumont, TX  (August, 2011 – present)

§  Seeking Superintendent Certification

    Master of Education Administration – Mid Management

 §  University of Houston, Houston, TX  (August, 1997 – December, 1999)

 §  Principal Certification

    ESL Certification Program

§  University of Houston Clear Lake, Clear Lake, TX  (August, 1987 – August, 1989)

§  ESL Endorsement, 12 hours

§  Additional 6 hours in curriculum supervision

    Bachelor of Business Administration – with Teacher Certification

 §  Sam Houston State University, Huntsville, TX   (August, 1981 – December, 1985)

 §  Major:  Business Education; Minor: English 

Administrative and Leadership Experience

    Principal:                  
      Hargrave High School
        Huffman ISD, Huffman, TX
        June, 2007 – present

Developed a team of leaders that have worked together to:

§  Create programs that resulted in academic excellence in all curriculum areas, including all TAKS       scores at the Recognized or Exemplary levels in 2011, 2010, 2009, 2008

§  Create a positive and safe environment for our students and teachers

§  Begin a tradition of excellence/winning in all that we do

§  Create a college and career-focused campus

§  Develop and implement meaningful CTE Pathways

§  Increase the AP and Dual Credit course offerings

§  Implement CScope curriculum for core classes

    Principal:                
      Huffman Middle School
        Huffman ISD, Huffman, TX
        June, 2005 – June, 2007

§ Made significant changes in the academic track of the campus

§ Designed and implemented an “Integrated Technology” program for all core courses

§ Created a positive, student-oriented climate where students were rewarded

§ Created and implemented Student PRIDE Program (student recognition)

§ Worked closely with parents to overcome parents’ negative attitudes from previous years about the campus; initiated and worked closely with the first HMS PTO

§ Lead the campus from “acceptable” rating to “Recognized” rating in one year

§ Managed the campus through the first year on a new campus

§ Designed and implemented a master schedule that allowed more opportunity to build PLCs on campus

    Assistant Principal:     
       Hargrave High School
         Huffman ISD, Huffman, TX
         June, 1999 – June, 2005

§ Served as an instructional leader and student discipline administrator

§ Implemented Foundations/CHAMPS behavior management program

§ Lead the Campus Discipline Committee

§ Significantly improved student discipline and academic attitude among student body

§ Lead the charge to strengthen academic expectations across all curriculum areas

§ Worked directly with counselors to design and implement a course selection process; managed and monitored the processes

§ Initiated and lead the Campus Curriculum Improvement Team

Teaching Experience

    ClassroomTeacher:  
       Hargrave High School
         Huffman ISD, Huffman, TX
         August, 1993 – June, 1999

§ Taught English I and II; business courses

§ CTE team leader, 1 year

§ Co-Developed and implemented a plan that brought our English TAAS scores to “Exemplary” status

§ Student Council Sponsor; first time Student Council earned “Sweepstakes” at StuCo State Convention

§ Vertical Alignment training and team member

§ Wrote curriculum for ELA and business courses

§ Campus Improvement Committee member 

 ClassroomTeacher:    
     Alvin High School
       Alvin ISD, Alvin, TX
       January, 1991 – May, 1992

§  Taught ESL, grades 9-12

§  Campus ESL Coordinator

§  Worked directly with central office for program planning and implementation

§  Prepared campus for DEC visit (ESL program)

§  Coordinated ESL PEIMS data (beginning phase of the Texas PEIMS implementation)

§  First to take ESL students to CLOSE-UP, Washington, D.C.
   

ClassroomTeacher:      
     Miller Intermediate School
     Pasadena ISD, Pasadena, TX
     August, 1987 – May, 1990

§  Taught ESL, grades 6-8

§  Participated in preparing for campus DEC visit

§  Committee member, Blue Ribbon School recognition processes

Key Professional Development and Leadership Training:

§  CScope Implementation (2008 – ongoing)

§  CScope State Conference, 2011

§  CScope Administrator Training, 2011 

§  Margaret Kilgo Data-Driven Decisions (2003 – ongoing; Math, Science, Social Studies, ELA)

§  Margaret Kilgo Scope and Sequence (2003 – ongoing; Math, Science, Social Studies, ELA)

§  CAST State Conference, 2010

§  Dyslexia and Section 504, 2011

§  Achieve Texas College and Career Initiative, 2011

§  CTE and Special Education, Working Together, 2011

§  Legal Issues and Social Networking in the Schools, 2010

§  The Bottom Line:  How Principals and Campus Staff Impact the District’s Funds, 2010

§  Leadership Fusion, 2010

§  Building a College and Career Readiness Culture, 2010

§  CTE for New Administrators, 2009

§  Strategic Planning for Career and Technical Education, 2008

§  TAKS Open-Ended Item Response Strategies and Applications, ELA I – IV, 2008

§  How the Principal Leader Affects Instruction in Mathematics and Science Through Classroom Observations, 2007

§  Extreme Makeover: ELAR Edition for Administrators

§  Texas High School Redesign and Restructuring Program, Summer Leadership Conferences, 2008/09

§  Texas High School and Restructuring Program 2-year training and conferences (2007 - 2009)

§  Model School Site Visits

§  Campus Visitations, Conferences, Training

§  2007 Model Schools Conference, Int’l Center for Leadership in Education, Washington DC

§  Data Walks 3-Minute Walkthroughs

§  CTE Conferences for Administrators (ongoing)

§  Breakthrough Coach: “Work Less, Play More”

§  Special Education conferences (Inclusion, 504, Discipline)

§  Foundations/CHAMPS – campus and classroom behavior management

§  Professional Learning Communities

§  AVID Adminstrator training

§  Capturing Kids’ Hearts

§  TASB Policy Foundations of District Governance and Management, 2005

§  Center for Safe and Secure Schools, Violence Prevention, 2005

§  TASA Changing the Lens of Instructional Leaders with Walk-Throughs, 2005

§  Ready, Set, Stay in School: Advisory Programs for Middle and High Schools, 2006

§  Gulf Coast Administrators of Special Education, Practical and Legal Approaches, 2003

§  TCASE Legal Academy, 2003

§  TEKS and Media Literacy in Middle and High Schools, Training of Trainers, 2003

§  Professional Learning Communities at Work: Best Practices, 2002

§  Effective Schools Leadership Institute, 2002

§  Leadership Seminar Series: The Leader’s Role in Building a PLC, 2001

§  NSCI and HISD Texas Principals’ Institute

§  Building Teacher-Leader Capacity: Teachers Helping Teachers to Improve Classroom Practice

§  Tarleton Assessment of Principals, 2004

§  Handheld Technology Leadership Academy, 2003-2004

§  Microsoft Office XP Pro, 2003-2004

§  Technology Leadership Academy, 2003-2004

§  20/20 Vision for Renewing Education, 2001

§  Leave No Child Behind: Fighting to Save our Schools and Winning!, 2002

§  A Framework to Understanding Poverty, Ruby Payne, 2000

           Relevant Reading:                                                                                                                             

       Book Studies:

• The Fundamental 5, the Formula for Quality Instruction, Sean Cain
• Managing Transitions; Making the Most of Change, William Bridges
• On Common Ground, Richard DuFour
• School Leadership the Works, From Research to Results, Robert Marzano
• How Full is Your Bucket?, Tom Rath  
• What Great Teachers Do Differently, Todd Whitaker

      Personal Favorites:

• What Great Principals Do Differently, Todd Whitaker
• Personalizing the High School Experience for Each Student, Joseph DiMartino
• What’s Worth Fighting For in the Principalship, Michael Fullan
• A Framework for Understanding Poverty, Ruby Payne

Professional Memberships (Current): 

                 TASSP (Texas Association of Secondary Principals)

                 VATAT (Vocational Agriculture Teachers of Texas)

                 CTAT (Career and Technology Association of Texas)

                 TASA (Texas Association of School Administrators)

                 NASSP (National Association of Secondary Principals)

Reflections: Interview with a Superintendent

Reflections:  Interview with a Superintendent

It was the beginning of another long, sizzling day in Huffman, Texas.  It was Friday, the last day of week 2 … leading into a long holiday weekend.   I had just returned to my office from my morning hall duties, making sure that all our fine young ladies and gentlemen had made their way to first period and that the halls were clear.  I sat down with my coffee and began my tasks for the day when the “hotline” rang.  Our high-tech telephone system identified the caller immediately; it was my Associate Superintendent…my heart started racing…”Oh, no…what has happened now?! What parent has already called central office this morning?”  “Good morning,” I answered in a cheerful, and hopeful, tone.  “Shirley? How are things this morning?” Still unsure and a little nervous as to the purpose of the call, I responded, holding on, of course, to the cheerful tone, “Fine, just fine.  What’s going on?”  I wanted to get straight to the point of the call.  His response brought instant relief to my apprehensions.  Whew…he was calling to invite me to his office for the interview I had requested; he had time in his schedule that morning to squeeze me in.  Alas, I dodged another bullet.  “Maybe today WILL be a good day!”

I selected our Associate Superintendent of Curriculum and Instruction for my interview, Dr. Benny Soileau.  He is new to our district and has aspirations of being our next superintendent.  I wanted to hear his perceptions as a newcomer who is preparing for the next step in his career.  Our current interim superintendent has been in our district for several years in positions that range from classroom teacher to her current role.  Being new to the district, Dr. Soileau is considering many of the aspects of the interview questions as they apply to his possible role as our next superintendent.  So, I feel the interview gave me meaningful insight into his perceptions thus far of our district, our community, and what he will do to impact our schools and our students.  I learned so much from the hour that I spent with him.  I left the interview knowing him much better as a leader and a person.  Interviewing him, specifically, was beneficial because he has been a high school principal before (as I am now).  I have an idea of how my roles and responsibilities that come with managing a high school campus will apply, or “transfer,” to administrative roles at central office.  I came away from the interview with areas I’ve identified to work on in my role as a principal that will benefit me as a superintendent.

Interview responses that stood out most for me are as follow:

4.  Attributes of a good superintendent

     Dr. Soileau believes that first, and foremost, a good supt has to have the ability to build strong relationships and know how to relate to different people in different positions.  In addition, he must be a good facilitator, one who models his own expectations and those of the Board, and one who knows how a system works – the parts of the system and the roles each part plays, how to develop or polish those parts, and how to put those parts together for a high-functioning system. 

I could see that he knows each department of our district has a key role; he believes that each part has to be working well in order for the entire system to be effective and productive.  After visiting with him, I feel that he will be the type of supt to make sure each department knows their part and that they realize how vital their department (or system piece) is to the big picture.  He also recognizes that each piece of the system has to have the resources necessary to maximize their own potential.  I think he will work with each piece in our district to develop a high-functioning system.

6.  Developing a shared vision for the district

Dr. Soileau believes we have to start with a structure in place to develop a structure to develop a vision and a plan.  It’s important to have steps in place to begin the process.  He will use the administrative leadership team to develop the structures. He feels strongly that a supt has to be willing to get engaged with the community and to get representatives involved in this process.  He plans to solicit them to create opportunities to work together – these community members aren’t likely to come to him on their own.  He knows how important it is to seek these relationships out himself.  Once the vision is created, the district and community leaders are the ones who will share it.

8.  Building a good working relationship with the Board of Trustees

Dr. Soileau feels that it’s up to the supt to seek out opportunities to build relationships with each Board member to get to know them both personally and professionally.  Spending time with them one-on-one or even a few at a time gives opportunity for getting to know them better.  This gives a supt a chance to know their backgrounds and what they bring with them to the table.  It also helps to understand where they are coming from on their attitudes about issues in the district or regarding where they stand on Board decisions.  Having these relationships will help a supt be able to anticipate attitudes about the many issues that arise or decisions that are going to be made; it helps when deciding on an approach to take when seeking Board support. 

9.  Accomplishing such a wide range of strategic planning

A supt must have a strong background in data-driven decision making. He has to also have the expectations that those below him develop and use these same skills.  With current technology, we can collect data in just about every aspect of our system – academics, finance, facilities, maintenance, transportation, technology, etc.  Having a quality data collection program is important – the data must be meaningful, relevant, and useful.  If the key people are trained in using the data for program improvements and expected to do so, and if the same key people know how to manage the change necessary to make improvements, then the results will be improved performance.  Managing the different pieces of a district should be collaborative; good communication is also key to the process.

14.  Organizational leadership and decision-making and problem-solving skills in addressing     

        compliance areas and maintaining positive change

Organizational leadership has to deal with change theory and how you move a group forward -  how you put the pieces of the puzzle together.  You have to understand organizational theory to do this and make decisions.  A good supt will know where the Board stands on needs and issues of the district; he will also know where his key leaders stand on the same issues, as well as teachers and other staff.  Well-defined and communicated processes need to be in place in all areas that gives a system of checks and balances for the district to run like a well-oiled machine.  Documentation of results throughout the year is important, as well.  The evaluation/planning process is critical….recognize a problem, look for solutions, apply solutions, evaluate, make necessary tweaks or changes, and start the process again.  Each department has to know their own processes and held accountable for following through and communicating results.