• ISLLC/Case Studies
  
  Reflective analysis of case studies relevant to ISSLC Standards.
  
• Classroom Observation
  
  The purpose of these observations is to make sense of teaching and learning in the school context, not to evaluate the teachers.
  
• Shadowing & Interviewing
  
  This activity serves as a way to observe and study leadership phenomena.
  
• Professional Organizations
  
  Here are several links to helpful organizations relevant to school improvement. 
  
• School Design & Planning Laboratory (SDPL)
  
  The mission of the SDPL is to advance the planning of safe, comfortable, and developmentally appropriate learning environments for students of all ages in a multicultural society.
• UGA Leadership Program
  
  If you are interested in Leadership Certification visit the UGA Educational Leadership Program site.
  

Shadowing and Interviewing

Shadowing and interviewing activities serve as a way to observe and study leadership phenomena.
 

Brief Report of Interviews of Mrs. C., Mrs. A., and Mr. J. by Hector Salas

          My first shadowing experience began in the hallways with the Principal Mrs. C. as she greeted the students entering the main academic building. It was the first day back after thanksgiving, and she was greeting them as if it was the first day of school. She greeted many of them by name. If it wasn’t a name, it was cheering them to kick in for the grade. Afterwards she dashed into her office, never closing the door, and began to check the next most important task at hand. She handled documents pertaining to student assessment, specifically the SAT, which she had started the day before to analyze the outcome and mark the papers. For three hours, she handled issues with teachers, students, and phone calls from parents, all the while making an assessment of the SAT results and then deciding on the next step to help the struggling boys improve their scores. During the interview, we discussed how constantly an administrator has to go with the flow and pick back up to the most important thing, after handling the urgent thing of the moment. She explained to me that handling teacher issues require that you made your deposits before you start your withdrawals. What she meant was, you need to tell that teacher three things she is doing right before you ask them to change the way their doing business. To me that strategy - nurturing, cultivating change to help a teacher get to the next level was the most meaning part of the entire shadowing/interview experience.

          My second shadowing experience was with Assistant Principal Mrs. A. It was the beginning of a sunny spring day, early morning. She began with preparations for that afternoon’s Honor Society Indoctrination Ceremony. Working on her computer, she soon discovered incorrect times for the events on the school website and emailed Mrs. K about the wrong times posted online. It wasn’t long before several students came in requesting for her help in correcting a teacher. What she did was to correct them for failing to follow instructions given to them. The principal had prior knowledge of the situation and was prepared to teach them a lesson about consequences. Shortly there after, she handles a phone call from another school that needs to decide whether or not to accept a student that was suspended from our school. The rest of the shadowing time was spent at staff meetings. During the interview, Mrs. A was delighted to share how important it is to repeat and repeat yourself to the boys taking a firm voice and posture, especially to the ones that continue to misbehave, causing more headaches for the teacher then what is needed.

          In the third shadowing experience, Mr. J. started his day very relaxed, behind his desk ensuring that all the teachers were present and accounted for. He sent emails to all employees as to who was out and who was to cover Mr. A's class. Mr. A's wife was having a baby and it wasn’t scheduled for today! Mr. J was sweating it himself, not sure if the substitute teacher get the message, so he went out to make sure. After awhile and success, he settles into his chair and then is interrupted by an urgent email to call for missing students for tutorial time. Over the loud PA system he calls the students to report immediately to their Math teacher. The rest of the time he stays very busy supporting teachers needing students, making more announcements. It’s opportunity time, a.k.a tutorial time. After opportunity time is over the first class bell rings and he proceeds to patrol the hallways to ensure order and safety. Mr. J is one big fellow that demands order and discipline from every student he meets. During the interview Mr. J stressed how the first part of the morning he sticks to his desk and replies to emails from teachers needing one thing or another. He believes in supporting that faculty. He explains, his job is to give them the support needed and help them to smoothly get to the main thing, as he says, to teach!



In summary:

All the ISLLC Standards reflected in these activities. Evident in my observation during the shadowing and interviewing of the participants.

One of my goals, and of the practicum in Leadership, is to observe organizational, administrative planning, and leadership phenomena (what goes on in schools), and systematically study these observations, interpret them and write reflections for the purpose of developing a personal framework to guide actions as a leader. This will also provide me opportunities to actual  "hands-on" assignments to enhance my skills, and better prepare me for an Educational Leadership role.