Reflection 5

Reflections for the Week
Student Name: Ashley Branson

Date: December 8, 2017
Standard One:
8/30/17 During my office time this week I observed Standard 1- Instructional Leadership, B. iii,
8/31/17 data-driven instruction and interventions. The principal monitors multiple forms of
student data to inform instructional and intervention decisions and to close the
achievement gap. As schedule changes slow, I was able to observe how special education
ratios are monitored and classes are adjusted in compliance with state law.
data-driven instruction and interventions. The principal monitors multiple forms of
achievement gap. I observed how special education data is stored and pulled during
discipline referrals. I also observed a new initiative involving student surveys and data
(more details under Standard 3).
achievement gap. I observed how special education modifications may influence DAEP
placement- and how important correct documentation is in the disciplinary process.
achievement gap. I observed how special education data is stored and pulled during
discipline referrals. I also observed a new initiative involving student surveys and data
(more details under Standard 3).
9/20 During my office time this week I observed Standard 1- Instructional Leadership, B. iii,
achievement gap. Meeting to discuss establishing peer mentor group for at-risk freshmen.
achievement gap. Meeting to discuss action plan for establishing peer mentor group for
at-risk freshmen
10/18 During my office shadowing this week I observed Standard I - Instructional Leadership, B.
10/19 data-driven instruction and interventions. The principal monitors multiple forms of
achievement gap. I worked with APs to prepare teacher surveys on at-risk student
participation in advanced courses.
10/23 The ARD I attended this week would be considered Standard I- Instructional Leadership,
(I) prioritize instruction and student achievement by developing and sharing a clear
definition of high-quality instruction based on best practices from research. Teachers met
to discuss best practices for the student in their classrooms and reported the most recent
successes.
achievement gap. Administrators planned the upcoming faculty meeting; including,
amended early release schedule.
10/30 During my office time and classroom observation this week I observed Standard 1-
10/31 Instructional Leadership, B. iii, data-driven instruction and interventions. The principal
11/3 monitors multiple forms of student data to inform instructional and intervention decisions
and to close the achievement gap. We discussed T-TESS procedures and pre-conference
requirements. I also observed a class within the same content area and practiced scripting
for T-TESS evaluations.
11/6 I observed administrators discussing the use of WIN detentions and looking to create
11/7 uniformity in assignments. Aligning assignments falls under Standard I- Instructional
Leadership, (iii), Data-driven instruction and interventions. The principal monitors
multiple forms of student data to inform instructional and intervention decisions and to
close the achievement gap. I also had an opportunity to look over the materials
administrators utilize during T-TESS pre-conference and post-conference. Preparation for
T-TESS falls under Standard I- Instructional Leadership, (ii),... the principal's focus on
instruction results in a school filled with effective teachers who can describe, plan, and
implement strong instruction and classrooms filled with students actively engaged in
cognitively challenging and differentiated activities.
11/13 Cougar-to-Cougar character unit activity planning falls under Standard I- Instructional
11/16 Leadership, (I), ... prioritize instruction and student achievement by developing and
sharing a clear definition of high-quality instruction based on best practices from
research. Additionally, I learned new T-TESS scripting techniques; which falls under
Standard I- Instructional Leadership, (ii),... the principal's focus on instruction results in a
school filled with effective teachers who can describe, plan, and implement strong
instruction and classrooms filled with students actively engaged in cognitively challenging
and differentiated activities.
11/20 I had an opportunity to practice T-TESS scripting (video recordings and classroom
11/23 observation). This reflects Standard I- Instructional Leadership, (ii),... the principal's
focus on instruction results in a school filled with effective teachers who can describe,
plan, and implement strong instruction and classrooms filled with students actively
engaged in cognitively challenging and differentiated activities.
11/27 I worked with piano teachers to vertically align the curriculum within our department. This
11/28 falls under Standard 1- Instructional Leadership, (III), analyze the curriculum to ensure
11/29 that teachers align content across grades and that curricular scopes and sequences meet the
particular needs of their diverse student populations. I also attended an ARD; which, falls
under Standard 1- Instructional Leadership, (I), prioritize instruction and student
achievement by developing and sharing a clear definition of high-quality instruction based
on best practices from research.
12/3 Piano curriculum assessment falls under Standard 1-Instructional Leadership, (i)
12/5 rigorous and aligned curriculum and assessment. The principal implements rigorous
12/7 curricula and assessments aligned with state standards, including college and career
readiness standards. During the monthly faculty meeting I observed Standard
1-Instructional Leadership, (ii) Effective instructional practices. The principal develops
high-quality instructional practices among teachers that improve student learning. We
discussed final exams, schedules, and expectations about attendance. During my 7th period
office observation I observed Standard 1 -Instructional Leadership, (V) routinely monitor
and improve instruction by visiting classrooms, giving formative feedback to teachers, and
attending grade or team meetings.
Standard Two:
9/23 Mentor-Mentee Survey falls under Standard 2 - Human Capital, B. iii, staff collaboration
and leadership. The principal implements collaborative structures and provides leadership
opportunities for effective teachers and staff.
9/25 Mentor-Mentee Survey falls under Standard 2 - Human Capital, B. iii, staff collaboration
and leadership. The principal implements collaborative structures and provides leadership
opportunities for effective teachers and staff.
10/12 Cougar-to-Cougar networking allowed me to experience Standard 2 - Human Capital, B.

iii, staff collaboration and leadership. The principal implements collaborative structures
and provides leadership opportunities for effective teachers and staff. I collaborated with
other teachers and reached out to community members for sponsorships.
10/17 Office observations, lunch duty, and my Cougar-to-Cougar meeting and forms creation
10/18 would be considered Standard 2- Human Capital, V and VI, facilitate professional
10/19 learning communities to review data and support development; and create opportunities
10/20 for effective teachers and staff to take on a variety of leadership roles and delegate
responsibilities to staff and administrators on the leadership team.
10/25 I facilitated a vertical alignment meeting between the high school and feeder middle
schools. This meeting would be considered Standard 2- Human Capital, (V) facilitate
professional learning communities to review data and support development; and, (VI)
create opportunities for effective teachers and staff to take on a variety of leadership roles
and delegate responsibilities to staff and administrators on the leadership team.
10/31 Office observations, lunch/WIN/after school duty, and my Cougar-to-Cougar meeting

11/1 would be considered Standard 2- Human Capital, V and VI, facilitate professional
11/2 learning communities to review data and support development; and create opportunities
11/3 for effective teachers and staff to take on a variety of leadership roles and delegate
11/6 I had the opportunity to facilitate a regional competition off-campus. I believe this falls
11/7 under Standard 2- Human Capital, (VI), create opportunities for effective teachers and
11/8 staff to take on a variety of leadership roles and delegate responsibilities to staff and
11/10 administrators on the leadership team. Additionally, I completed my usual office
observations, lunch/WIN/after school duty, and my Cougar-to-Cougar meeting. Which
falls under Standard 2- Human Capital, V and VI, facilitate professional learning
communities to review data and support development; and create opportunities for
effective teachers and staff to take on a variety of leadership roles and delegate
11/14 I completed my weekly WIN duty, Cougar-to-Cougar meeting, and lunch meeting. Which
11/15 falls under Standard 2- Human Capital, V and VI, facilitate professional learning
1/17 communities to review data and support development; and create opportunities for
effective teachers and staff to take on a variety of leadership roles and delegate
responsibilities to staff and administrators on the leadership team. I observed
11/22 I researched district policy and guidelines for student and teacher assessment. This falls
under Standard 2- Human Capital, (II), ensure all staff have clear goals and expectations
that guide them and by which they are assessed.
11/30 During lunch duty I observed Standard 2- Human Capital, (IV) view unsuccessful
12/1 experiences as learning opportunities, remaining focused on solutions, and are not stymied
by challenges or setbacks. When a strategy fails, these principals analyze data, assess
implementation, and talk with stakeholders to understand what went wrong and how to
adapt strategies moving forward. Administrators quickly brainstormed solutions after a
student sprayed mace in the cafeteria.
Standard Three:
9/5/17 I organized the communication of a Trusted-Adults Student Survey. I believe this project
falls under Standard 3- Executive Leadership, B.iii, Communication and interpersonal
skills. The principal tailors communication strategies to the audience and develops
meaningful and positive relationships. Last year students completed a survey that listed
their trusted adult on campus and study skills teacher. I took the results of that student
data and produced a shareable copy for each teacher that our at-risk students listed.
Principals can build relationships with teachers by communicating positive student survey
data with teachers.
10/23 This week I observed Standard 3- Executive Leadership during my office duty and the
10/24 administrative meeting, (III) are reflective in their practice and strive to continually
10/27 improve, learn, and grow; and, (IV) view unsuccessful experiences as learning
opportunities, remaining focused on solutions, and are not stymied by challenges or
setbacks. When a strategy fails, these principals analyze data, assess implementation, and
talk with stakeholders to understand what went wrong and how to adapt strategies moving
forward. Principals discussed what policies and procedures were successful and where
improvement is needed.
10/31 During my office observations I observed Assistant Principals implementing WIN

11/1 detentions and discussing how to improve the process for keeping track of student
compliance. I also observed principals seeking feedback on improving the final exam
schedule. This falls under Standard 3- Executive Leadership, (III) are reflective in their
practice and strive to continually improve, learn, and grow; (IV) view unsuccessful
experiences as learning opportunities, remaining focused on solutions, and are not
stymied by challenges or setbacks. When a strategy fails, these principals analyze data,
assess implementation, and talk with stakeholders to understand what went wrong and
how to adapt strategies moving forward.
11/7 I observed Standard 3- Executive Leadership during office observations. Administrators

continued discussion about uniformity in discipline assignments, (III) are reflective in
their practice and strive to continually improve, learn, and grow;(IV) view unsuccessful
experiences as learning opportunities, remaining focused on solutions, and are not
stymied by challenges or setbacks. When a strategy fails, these principals analyze data,
assess implementation, and talk with stakeholders to understand what went wrong and
how to adapt strategies moving forward.
11/14 This week I observed Standard 3- Executive Leadership during my office duty and the
11/15 administrative meeting, (III) are reflective in their practice and strive to continually
11/18 improve, learn, and grow; and, (IV) view unsuccessful experiences as learning
opportunities, remaining focused on solutions, and are not stymied by challenges or
setbacks. When a strategy fails, these principals analyze data, assess implementation, and
talk with stakeholders to understand what went wrong and how to adapt strategies moving
forward. I had an opportunity to be the administrator on campus for the Mr. Cougar
Pageant. I believe community members attend this event because of Standard 3-
Executive Leadership, (VIII), treat all members of the community with respect and
develop strong, positive relationships with them.
11/21 I researched climate surveys and how to effectively collect data using electronic mediums.
11/23 This falls under Standard 3- Executive Leadership, (ii), Commitment to ongoing
learning. The principal proactively seeks and acts on feedback, reflects on personal
growth areas and seeks development opportunities, and accepts responsibility for
mistakes.
11/27 I observed an ARD for an ID student with written parent feedback, (VII) are willing to
11/28 listen to others and create opportunities for staff and stakeholders to provide feedback.
11/29 The administrator addressed parental concerns and brainstormed solutions to improve
12/1 accommodations. During my office observations I observed discussions related to
department meetings. This falls under Standard 3- Executive Leadership, (ii), in schools
with effective executive leaders, teachers and staff are motivated and committed to
excellence. They are vested in the school's improvement and participate in candid
discussions of progress and challenges. They are comfortable providing feedback to the
principal and other school leaders in pursuit of ongoing improvement, and they welcome
feedback from students' families in support of improved student outcomes.
12/4 My WIN, lunch, and after-school duty would be considered Standard 3- Executive
12/5 Leadership, A. (I), are committed to ensuring the success of the school. Reviewing
12/6 Cougar-to-Cougar applications required Standard 3-Executive Leadership, (iv) Ethical
12/7 behavior. The principal adheres to the educators' code of ethics in 247.2 of this title
(relating to Code of Ethics and Standard Practices for Texas Educators), including
following policies and procedures at his or her respective district.
Standard Four:
8/29/17 The various duties I performed this week fall under Standard 4- School Culture, B. iv- safe
8/30/17 school environment, the principal creates an atmosphere of safety that encourages the
8/31/17 social, emotional, and physical well-being of staff and students. Prior to this week I never
had a duty position. I learned very quickly that different duty assignments require
administrators to be aware of different safety threats. During lunch duty I had to be aware
of students attempting to leave campus and being in areas with low visibility. During bus
duty I had to be aware of which direction buses were loading and where students were in
relationship to the loading zone. During after school duty I had to be aware of student
traffic flow and having students exit the building.
school environment, the principal creates an atmosphere of safety that encourages the
social, emotional, and physical well-being of staff and students. During after school duty I
have to be aware of student traffic flow and having students exit the building.
9/14/17 school environment, the principal creates an atmosphere of safety that encourages the
social, emotional, and physical well-being of staff and students. During lunch duty I had
to be aware of students attempting to leave campus and being in areas with low visibility.
During WIN Duty I must be aware of students that I see repeatedly in the hallways. During
after school duty I have to be aware of student traffic flow and having students exit the
building.
school environment, the principal creates an atmosphere of safety that encourages the
social, emotional, and physical well-being of staff and students. During after school duty I
have to be aware of student traffic flow and having students exit the building.
9/18 The various duties and athletic events this week fall under Standard 4- School Culture, B.
9/21 iv- safe school environment, the principal creates an atmosphere of safety that encourages
9/22 the social, emotional, and physical well-being of staff and students. During lunch duty I
had to be aware of students attempting to leave campus and being in areas with low
visibility. During WIN Duty I must be aware of students that I see repeatedly in the
hallways. During after school duty I have to be aware of student traffic flow and having
students exit the building. The JV football game provided insight into problem-solving
within UIL regulations (one of the opposing schools never showed up to play). Monitoring
multiple volleyball games happening simultaneously was a challenge but not
overwhelming. Additionally, I observed how SpEd students suspected of having drugs on
campus are searched and procedures for when they leave campus refusing a search.
9/26 The various duties and athletic events this week fall under Standard 4- School Culture, B.
9/28 iv- safe school environment, the principal creates an atmosphere of safety that encourages
the social, emotional, and physical well-being of staff and students. During lunch duty I
had to be aware of students attempting to leave campus and being in areas with low
visibility. During WIN Duty I must be aware of students that I see repeatedly in the
hallways. During after school duty I have to be aware of student traffic flow and having
students exit the building. Our rival football game was this week and I was shocked by the
entire event. We had 23 police officers, approximately 10-15 administrators from across the
district, and EMS on-site. At the meeting to discuss logistics I thought we were
over-prepared (and slightly paranoid)... we were not. We had a blood drive on campus the
same day so several students passed out in the stands. Students stand the entire game so
getting to students needing medical attention was a challenge. The stands were full when
we were told the shuttles were bringing more people over. Students were given permission
to bring color powder and it rained the entire event (so the powder became mud). There is a
tradition where people jump out of airplanes and parachute onto the field with American
flags but that didnt happen because of the weather (and patrons were upset about that).
Overall, it was an eyeopening experience and I am glad it only happens once a year.
10/3 WIN, Lunch, and after school duties fall under Standard 4- School Culture B. iv- safe
10/4 school environment, the principal creates an atmosphere of safety that encourages the
10/5 social, emotional, and physical well-being of staff and students. Additionally, during my
10/6 office shadowing I observed B. v- Discipline, the principal oversees an orderly
environment, maintaining expectations for student behavior while implementing a variety
of student discipline techniques to meet the needs of individual students. I observed
procedures for gang affiliated behavior and excessive tardies.
10/10 During my office shadowing I observed the procedures for investigating theft; which, falls
under Standard 4- School Culture, B. v- Discipline, the principal oversees an orderly
environment, maintaining expectations for student behavior while implementing a variety
of student discipline techniques to meet the needs of individual students.
12/4 Creating the Cougar-to-Cougar Handbook falls under Standard 4-School Culture, A. II,
establish and implement a shared vision of high achievement for all students and use that
vision as the foundation for key decisions and priorities for the school.
Standard Five:
8/29/17 Assisting with distributing student schedules on the first day of school would be considered
Standard 5- Strategic Operations, B. iii- tactical resource management, the principal aligns
resources with the needs of the school and effectively monitors the impact on school
goals. Dividing students by last name and placing schedule pick-ups throughout the school
prevented hallway congestion and created an effective and efficient way for students to
pick-up their schedules.
9/8/17 I attended a student survey and data meeting a support services. This meeting would be
considered Standard 5- Strategic Operations, B.iii, Tactical resource management. The
principal aligns resources with the needs of the school and effectively monitors the impact
on school goals. This was my favorite moment of the week. Observing how far in advance
data is collected for the following school year was an eye-opening experience.
9/13/17 I personally delivered student survey and data results to teachers listed as trusted adult
and study skills support, This would be considered Standard 5- Strategic Operations, B.iii,
Tactical resource management. The principal aligns resources with the needs of the school
and effectively monitors the impact on school goals.
9/22 I have taken over the graduation service cord program on my campus. This would be
considered Standard 5- Strategic Operations, B.iii, Tactical resource management. The
principal aligns resources with the needs of the school and effectively monitors the impact
on school goals. I am looking forward to codifying and implementing effective procedures
for logs and record maintenance.
9/27 The pep-rally and fire drill would be considered Standard 5- Strategic Operations, B.iii,
9/28 strategic planning. The principal outlines clear goals, targets, and strategies aligned to a
school vision that improves teacher effectiveness and student outcomes We tried a new
procedure for dismissing students to the pep rally and holding students not wanting to
attend in the cafeteria. Overall, it was a more efficient and effective. The fire drill this week
was our fastest time.
10/2 The various duties (WIN, lunch, and after school) I performed this week fall under
10/3 Standard 5- Strategic Operations, B. ii, maximized learning time. The principal
10/4 implements daily schedules and a year-long calendar that plan for regular data-driven
10/5 instruction cycles, give students access to diverse and rigorous course offerings, and build
10/6 in time for staff professional development. Starting the process to establish an activity
fund for Cougar-to-Cougar would be considered, Standard 5- Strategic Operations, B. iii.
tactical resource management. The principal aligns resources with the needs of the school
and effectively monitors the impact on school goals.
10/10 This week I observed several examples of Strategic Operations. WIN, lunch, and after
10/11 school duty contribute to B. ii- Maximized Learning Time, The principal implements daily
10/14 schedules and a year-long calendar that plan for regular data-driven instruction cycles, give
students access to diverse and rigorous course offerings, and build in time for staff
professional development. Additionally, my lunch duty after the PSAT was an
eye-opening experience on B. iii- Tactical Resource Management, the principal aligns
resources with the needs of the school and effectively monitors the impact on school
goals. There were several scheduling issues with lunch after PSAT- (1) not every test
finished at the same time, (2) no one was aware that exams were running late, and (3) the
library was used for testing. Freshmen were supposed to finish their NMSQT by 12:00 and
head to lunch. Sophomores were to complete the PSAT by 12:30 and head to lunch. Juniors
and seniors were to complete SAT testing at 1:00 and head to lunch. Unfortunately, due to
delays in testing, the majority of students were not able to enter their classrooms after
lunch. Additionally, classrooms displaced by testing were scheduled to meet in the library;
however, this was not possible due to the library administering exams.
instruction cycles, give students access to diverse and rigorous course offerings, and build
in time for staff professional development. Creating Cougar-to-Cougar surveys and
developing the handbook falls under Standard 5- Strategic Operations, (I) assess the
current needs of their schools, reviewing a wide set of evidence to determine the schools'
priorities and set ambitious and measurable school goals, targets, and strategies that form
the schools' strategic plans.
instruction cycles, give students access to diverse and rigorous course offerings, and build
in time for staff professional development. Additionally, the policies and procedures for
athletic events has drastically improved. Maintaining support from central office has been
integral to the recent success and efficiency of athletic events, (V) treat central office staff
as partners in achieving goals and collaborate with staff throughout the district to adapt
policies as needed to meet the needs of students and staff.

Reflection 5

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Reflection 5

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Reflections for the Week

Student Name: Ashley Branson

10/12 Cougar-to-Cougar networking allowed me to experience Standard 2 - Human Capital, B.

10/31 Office observations, lunch/WIN/after school duty, and my Cougar-to-Cougar meeting

10/31 During my office observations I observed Assistant Principals implementing WIN

11/7 I observed Standard 3- Executive Leadership during office observations. Administrators

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