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EDLD5398SP312 ET8028 Reflections Leadership Competencies 1-9 Kimberly McKay

EDLD5398SP312 ET8028 Reflections Leadership Competencies 1-9 Kimberly McKay

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Kimberly McKay Page | 1
EDLD5398SP312 ET8028 Reflections Leadership Competencies 1-9Competency 001
 –
The Vision of Learner-Centered Leadership and Campus Culture
The principal knows how to shape campus culture by facilitating the development, articulation,implementation, and stewardship of a vision of learning that is shared and supported by theschool community.This year, South Texas College is undergoing a strategic planning process that may result in anew comprehensive mission including refined or revised vision, values, and strategic directions.To prepare for this process, I attended stakeholder engagement training in Miami, FL sponsoredby the Gates Foundation. The training was designed to teach facilitators to effectively engagecollege stakeholders in the visionary process by leveraging qualitative data via focus groups.After the training, I led focus group sessions for college faculty and staff as well as thecommunity including parents and our K-12 partners. This process ensured that the futurecomprehensive mission and strategic plan will incorporate and address the strengths,weaknesses, threats and opportunities, real or perceived, of all stakeholders. We are the
community’s college and all voices are critical in designing a vision that will ensure
adequatelyprepare students for success, completion and the workforce.I have spent well over 100 hours within this competency and feel that I am proficient infacilitating an engagement process that acknowledges the contributions of students, staff,parents and community members toward realization of the campus vision.
Competency 002
 –
Learner-Centered Communication and Collaboration SupportingCampus Culture
The principal knows how to communicate and collaborate with all members of the schoolcommunity, respond to diverse interests and needs and mobilize resources to promote success.This summer, we launched the eSTC Virtual Campus, our sixth campus. I served as the studentaffairs lead, ensuring that online students had access to our services which typically begin inline. To do this, I had to leverage all division resources and applications to develop seamless,online services for students. While student affairs does not have traditional curricular orinstructional opportunities we do have learning outcomes for our processes. Again, we want toensure that students are challenged in the virtual classroom and not our virtual processes.Throughout this 20 month process I monitored and evaluated our progress while delegatingspecific tasks to process owners and departmental experts. This process allowed me to buildcapacity for leadership, but also gave other division personnel the opportunity to take on newleadership roles within the division.I have spent well over 200 hours within this competency and feel that I am efficient at applyingskills for building consensus while managing conflict and that I can communicate and work withdiverse groups to ensure that all students have an equal opportunity for success.
Competency 003
 –
Learner-Centered Integrity and Ethics of Leadership
The principal knows how to act with integrity and fairness and in an ethical and legal manner.Business as usual for leaders includes dealing with resource management
 –
both personnel andassets. As a result of a recent fraud survey, I was forced to address management of personneltime adjustments and distribution of recruitment deliverables. I developed operating proceduresdesigned to maintain fair practices in time and effort as well as inventory distribution. Both
 
Kimberly McKay Page | 2
procedures applied best practices to ensure that time and effort as well collateral distributionwas documented and substantiated in an ethical, fair and reasonable manner. Once theprocedures were vetted by our internal auditors, I trained staff and implemented procedures.I spent approximately 25 hours within this competency and feel can effectively respond toethical issues that can compromise the integrity of the personnel I manage and the fairdistribution of our limited, but coveted, recruitment deliverables.
Competency 004
 –
Curriculum, Measurement, & Alignment of Resources
 
The principal knows how to facilitate the design and implementation of curricula and strategicplans that enhance teaching and learning; ensure alignment of curriculum, instruction,resources, and assessment; and promote the use of varied assessments to measure studentperformance.I oversee the campus testing centers, and have the flexibility to develop opportunities to ensurestudents are confident and comfortable prior to test administration. For the most part, K-12assessments are paper-based; however, most colleges leverage a computer based instrumentto facilitate placement and registration. The instrument itself can be a source of text anxiety thatmay impact student scores. Both the Rose & Meyer and Solomon & Schrum texts reference thevalidity of "high-stakes" testing to measure student learning. Rose & Meyer (2002) infer thatmost standardized, high-stakes assessments are not designed to accommodate individuallearning and are poorly integrated into the curriculum; and Solomon & Schrum (2007) linkpervasive high-stakes testing to the NCLB standards. At our college, student performance onour high-stakes, online test will determine if he/she is placed in developmental or academiccourses. For the lowest performing students it could mean adding 24 credit hours to a traditionalcollege degree plan at the approximate cost of $4,800. (The accuracy of the testing instrumentand the developmental sequence is another topic altogether.)Because the test is state mandated, how do we prepare students to be successful withouthaving to wade through developmental courses? While the answer typically resides with thediscipline experts, this Spring the testing center implemented a practice-test pilot to determine ifwe can affect the scores of our first time testers. The research question: will test scores improveif testers are introduced to the online instrument and provided with a content refresher via adiagnostic tool one hour before formal assessment? We are confident that the practice test willlower some of the test anxiety and allow
students to “dig deep” for the things they learned in
high school prior to entering the high-stakes environment. The piloted started in April.I have spent well over 40 hours within this competency: developing the pilot, creating theevaluation plan, training staff, and informing students. While I feel confident in creatingopportunities that will facilitate student success, I am still not comfortable with curriculumplanning and design.ReferencesRose, D., & Meyer, A. (2002).
Teaching every student in the digital age: Universal design for learning.
Alexandria, VA: Association for Supervision and Curriculum Development. Retrievedon March 7, 2011, fromhttp://www.cast.org/teachingeverystudent/ideas/tes/chapter6_5.cfmSolomon, G., & Schrum, L. (2007).
Web 2.0 new tools, new schools.
Washington: InternationalSociety for Technology in Education (ISTE).
 
Kimberly McKay Page | 3
Competency 005
 –
Campus Culture & Professional Learning
 
The principal knows how to advocate, nurture, and sustain an instructional program and acampus culture that are conducive to student learning and staff professional growth.
South Texas College’s comprehensive mission includes strategic directions th
at informdepartmental staffing plans and daily operations. Of the six strategic directions, the followinghas the most influence on culture, student learning and professional growth: South Texas
College leads the transformation of the region to a “colle
ge-
going” culture whereby attending
and completing higher education is expected for all. As a result, I worked with the outreach staffto develop relevant, meaningful campus tours for all students, regardless of grade level.Together, we transformed the traditional walk and talk tour to an opportunity that builds brandidentity and loyalty while creating a college-going culture in our region. For example: 5
th
gradersnow work with science faculty to apply the science TEKS and kindergartners explore nature withour school mascot. The retooled campus tour will facilitate the development, implementation,and evaluation of services and activity programs that help fulfill academic, social, and culturalneeds of the students we serve. Not to mention, the presence of young students on campus hashad a positive impact on morale and the campus culture.Finally, over the course of this program, I have had the opportunity to attend two presentationsby Kati Haycock, President of the Education Trust. The Trust works for the high academicachievement of all students at all levels, pre-
kindergarten through college. The organization’s
goal is to close the gaps in opportunity and achievement. Both presentations,
Good Teaching Matters: How Colleges and School Districts Can Work Together to Replenish Opportunity in America 
(April 2012) and
Delivering on the Promise: Roles for Enrollment Managers in Re- Animating the American Dream 
(November 2011), leveraged sound, research-basedinstructional strategies, programs and assessment to improve instruction and ensuring thateducational resource distribution was effective and equitable across the K-16 continuum.I have spent well at least 25 hours within this competency. While instructional programming isnot my strength, I feel I can facilitate the creation of a campus culture that promotes a collegegoing and career ready culture and is conducive to student learning and staff professionalgrowth.ReferencesHaycock, K. (November 2011).
Delivering on the Promise: Roles for Enrollment Managers in Re-Animating the American Dream 
. Plenary session presented at the American Association ofCollegiate Registrars and Admissions Officers, San Diego, CA.Haycock, K (April 2012).
Good Teaching Matters: How Colleges and School Districts Can Work Together to Replenish Opportunity in America 
. Session presented at the University of TexasSystem VISTA Summit, Edinburg, TX.
Competency 006
 –
Teacher (Staff) Evaluation and Development
 The principal knows how to implement a staff evaluation and development system to improvethe performance of all staff members, select and implement appropriate models for supervisionand staff development, and apply the legal requirements for human resource management.

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