Standard 7: Professional Community for Teachers and Staff

7d. Promote mutual accountability among teachers and other professional staff for each student’s success and
the effectiveness of the school as a whole.
Standard 6: Professional Capacity of School Personnel
6d. Foster continuous improvement of individual and collective instructional capacity to achieve outcomes
envisioned for each student.

Activity: MISA test analysis for grades 3-5

Time: 6 hours

Description: I analyzed MISA test results to determine which areas needed the most focus in
instruction. Once I found a question that over half the students missed, I connected the questions
a science standard. I then found the grade level for each missed question.

Reflection: The MISA test is a science test that assesses science standards from kindergarten
through fifth grade. Students take the test for the first time in fifth grade. This was the first year
that good data was provided. After receiving the data from last year’s test, I was able to
determine the areas of science that needed more focus. Because this is a cumulative test, my
analysis identified the grade level the standards that were commonly missed. From my findings, I
then used our new science book series to connect the missed standard to a sample question from
an assessment in the book. I shared this data with teachers in grades third through fifth, so they
spend more time on these subject areas. The sample questions helped the teachers in the younger
grades see how the MISA test is formatted since last year was only the second year that MISA
was required.

Artifact: data snapshot of MISA analysis

Standard 6: Professional Capacity of School Personnel
6b. Plan for and manage staff turnover and succession, providing opportunities for effective induction and
mentoring of new personnel.

Activity: observation and evaluations of Head Start teacher

Time: 4 hours

Description: As a part of my summer course on human resources, I was able to observe and
evaluate a Head Start teacher using an evaluation tool that mirrored the Garrett County model for
evaluation. I also had practice with meeting and discussing the evaluation with the teacher.

Reflection: As an administrator, observations and evaluations are a part of the job. This
experience allowed me to practice my skills as a leader and work with another teacher in as an
evaluator. This was an area that troubled me most as I thought about my future as administrator.
After getting some practice in as a part of my class, I feel more comfortable in the evaluator role.
I loved getting to give constructive advice and offering praise where it was due. It allowed me to
realize that a mentor type role, might be the path I would like to take as an administrator. I would
love to be seen as an administrator that is there to offer support and guidance as needed and not
see evaluations as a punitive and scary experience.

Artifact: notes from observations

Standard 7: Professional Community for Teachers and Staff
7e. Develop and support open, productive, caring, and trusting working relationships among leaders, faculty,
and staff to promote professional capacity and the improvement of practice.

Activity: Secretary coverage

Time: 3 hours

Description: I was able to cover and shadow the secretary for a few days during my planning
time. I assisted with phone calls, health room coverage, and making copies.

Reflection: I have always heard that the secretary is who really runs the school, and after
shadowing Mrs. Pritt I found this to be absolutely true. The secretary knows every aspect of the
workings of a school and is the principal’s assistant in many ways. Just in the few hours I was
able to shadow Mrs. Pritt, I watched her handle maintenance issues, answer phone calls, keep
track of attendance, make copies, and pass out mail. It is important for a good leader to have
someone she can depend on to help in all the instances formerly mentioned. It is also important
that a leader recognizes a good employee and utilizes skills appropriately.

Artifact: notes detailing coverage

Secretary Coverage and Shadowing Notes

Day 1:
- Answered phones in the office
- Signed visitors in
- Helped make copies for attendance folders

Day 2:
- Answered phones
- Signed in visitors
- Made copies of newsletter for all students
- Fixed the copier
- Assisted a sub with finding her classroom

Day 3:
- Answered phones
- Signed in visitors
- Made copies for Mrs. Gregory
- Signed in parents for IEP meeting
Standard 7: Professional Community for Teachers and Staff
7e. Develop and support open, productive, caring, and trusting working relationships among leaders,
faculty, and staff to promote professional capacity and the improvement of practice.

Activity: bus dismissal

Time: 2 hours

Description: I was able to find coverage for my students to assist with bus dismissal. As a part
of this process, I helped manage behavior in bus lines, assist with pick-ups, and lead students to
their correct buses. I had teachers to assist as I took over responsibility for managing behaviors.

Reflection: Bus time is a frequent time of day for behavior issues to arise. There is less structure
and students are worn out from long days. As a leader, this time could be chaos and a struggle to
keep student behavior under control. I learned that having the right staff is key in these
situations. Those who have consistent expectations and are organized are most efficient with
dismissal. A good leader delegates tasks to those who are most capable. It is also important for a
leader to be present during these times of day. I was able to connect and check-in with so many
students during these dismissal times. As a future administrator, I want to be involved with bus
dismissal and lunch periods as much as possible to have more interactions with my students.

Artifact: notes from bus dismissal

Bus Dismissal

- First group of buses is called. Assisted with special education students as they boarded
the bus.
- Second group of buses called. Kept students in line by bus number. Assisted with
behaviors and checked-in with students. Watched for buses and called for them when bus
pulled in.
- Pick-ups called. Made sure students made it to the cafeteria. Any students not picked up,
checked in with me and phone calls were made.
- Third groups of buses called. Kept students in organized bus lines. Assisted with small
behavior issues that arose.
- Last group of buses called. Kept students in bus lines, called for buses as they pulled in.
- All remaining students called to office. Made phone calls to students who had missed the
bus or did not get picked up.
Standard 8: Meaningful Engagement of Families and Community
8i. Advocate publicly for the needs and priorities of students, families, and the community.

Activity: attend a board meeting

Time: 4 hours

Description: As a staff, we decided to attend a board meeting in which behavior was a focus.
There has been a concern for staff safety county-wide as student behaviors have escalated and
become more dangerous. A group of staff members from Yough Glades decided to attend a
board meeting, wearing our school shirts to show unity and share our concerns.

Reflection: Going to a board meeting as a group was a unifying experience for our staff. At a
time when behavior has become an issue of staff safety, we felt it was important to show unity
and strength as a group. When we attended the meeting, our union representative shared
experiences that were shared with him by teachers, including myself. These experiences were
shared with the board members to show how serious and dangerous these matters are becoming.
The matters were discussed to gain support from the Board to help with managing these students.
The matter has not been settled, but we made our voices heard by sharing our stories and sitting
front row in front of the Board.

Artifact: emails about board meeting

Standard 9: Operations and Management
9a. Institute, manage, and monitor operations and administrative systems that promote the mission and
vision of the school.

Activity: editing office referral forms

Time: 3 hours

Description: In order to get a better understanding of the office referral process, I was able to
take a look at the office forms. When our interim principal took over, I compared our forms at
Yough Glades to the forms from her previous school, Broad Ford Elementary.

Reflection: After looking at forms from other elementary schools, I realized that our forms were
similar. The most important take away was to tie in these forms with the PowerSchool system for
logging behavior. This would allow for consistency. It is also important to teach teachers the
proper protocol for these referrals to get more accurate data for behavior analysis. As the data
analyst for the PBIS team, I was able notice areas that needed improvement on the referral form.
Working as a team and seeing different perspectives on what was needed on this form, we are
having a meeting at the beginning of next school year to finalize the new form and inform
teachers of the changes.
Behavior Referral
Artifact: Sample referral form Student: ____________________M /F Referring Teacher: __________ Grade: _____
Date: __________M T W Th F Time: ________ Location: ___________________
Behavior:
Minor: Major:
• Disrespect • Physical Aggression
• Disruption • Disruption
• Physical Contact/Physical Aggression • Disrespect
• Inappropriate Language • Abusive Language/Inappropriate
• Property Misuse Language/Profanity
• Technology Violation • Harassment
• Other: ____________________ • Bullying
• Fighting
• Inappropriate Location/Out of Area
• Forgery/Theft/Plagiarism
• Technology Violation
• Property Damage/Vandalism
Perceived Motivation:
-Obtain Peer Attention -Avoid Tasks/Activities
-Obtain Items/Activities -Avoid Adult(s)
-Obtain Adult Attention -Avoid Peer(s)
-Other: ____________________ -Unknown Motivation
Others Involved:
-None -Substitute
-Peers -Other: ____________________
-Teacher -Unknown
-Staff
Strategies utilized:
Antiseptic Bounce, Assigned Seat, Avoid Power Struggle, Behavior Specific Praise, Buddy
Teacher, Choices, Problem Solving, Parent Contact, Planned Ignoring, Proximity Control,
Redirection, Review Bobcat R's and Matrix, Signaling, Social Skills Lesson, Time In,
Other: _______________
Antecedent: _____________________________________________________________
Incident description: ______________________ _______________________________
________________________________________________________________________
________________________________________________________________________
Parent Contact: Phone Call Left Message Unable to Leave a Message
Action taken: 1. _________________________ 2. _________________________
3. _________________________ 4. _________________________

*Student will meet with school counselor regarding this behavior event.
Power School Code: _____________________ Logged PS: _____
Parents are to sign form and return it to school.
Signature: _________________________________ __ Date: ___________________
White Copy: Parent Yellow Copy: Principal Pink Copy: Guidance
Standard 5: Community of Care and Support for Students
5c. Provide coherent systems of academic and social supports, services, extracurricular activities, and
accommodations to meet the range of learning needs of each student.

Activity: COVID-19 packet pick up

Time: 8 hours

Description: As a part of Garrett County’s Continuation of Learning Plan (CLP), I was able to
hand out packets to students and parents to complete during the school closures. As a part of
packet pick up, I was also able to hand out supplies and food backpacks while collecting
previous weeks’ work.

Reflection: Being a teacher during the COVID-19 closure has been a once in a lifetime
experience. I was able to experience online learning, packet assembly, and packet pick up and
drop off. As a part of this packet distribution, I was able to meet and check in with parents and
students, answer questions, and give supplies to those in need. I feel that this closure has earned
teachers a new appreciation. The packet pick up was a smooth process. Parents stayed in their
vehicles while I collected old packets and passed out new ones. It was nice to have that time to
reach out to families when I have not seen them in weeks. It was great to reach out and provide
support during a time of crisis.

Artifact: picture from packet pick up

Standard 8: Meaningful Engagement of Families and Community
8i. Advocate publicly for the needs and priorities of students, families, and the community.
Standard 9: Operations and Management
9f. Employ technology to improve the quality and efficiency of operations and management.

Activity: tech survey

Time: 4 hours

Description: As the COVID-19 break began, it was essential that I knew what resources my
students had to continue learning. I created a technology survey to collect data on which students
had access to internet and data capabilities. From this data, I was able to make decisions that
were best for my students to continue learning by printing packets for those without internet and
putting assignments online for those with internet.

Reflection: Teaching remotely has been a huge adjustment. Teaching in a rural area has
presented its challenges for continuing learning. A great leader advocates for students and calms
anxieties. Collecting data from the technology survey allowed me to communicate with parents
and check in with them. Even after this first round of packets and online learning went out, I still
remained in contact with parents. Together we problem solved to determine whether paper or
online learning was best for each student. The survey found that the majority of students were
not able to complete online learning, this meant other options needed to be offered. Besides
paper, the county also put hot spots around the county to offer free internet access.

Artifact: tech survey data

Standard 5: Community of Care and Support for Students
5a. Build and maintain a safe, caring, and healthy school environment that meets that the academic, social,
emotional, and physical needs of each student.
Standard 3: Equity and Cultural Responsiveness
3a. Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s
culture and context.
Standard 9: Operations and Management
9i. Develop and manage relationships with feeder and connecting schools for enrollment management and
curricular and instructional articulation.

Activity: 504 plan meeting

Time: 6 hours

Description: I attended a 504 meeting to discuss a student’s behavior. Several meetings were
held for this student to discuss data collection on his behavior. The purpose of these meetings
was to advocate for this student and make his transition to middle school easier. A behavior plan
was discussed with teachers, coaches, and the guardian and determined to wait until middle
school to complete the plan.

Reflection: Being a part of 504 meetings and behavior plan discussions allowed me to
participate as a leader and advocate for a student. I was also able to learn about the process of
creating and implementing a behavior plan. The meetings consisted of school psychologists,
social workers, guidance counselors, therapists, and the guardian. In this meeting, all parties
were focused on treating this student fairly and understanding his background. We also focused
on helping this student with the major transition from elementary school to middle school. At the
last meeting, the middle school behavior coach was able to participate and offer suggestions for
this student as he enters middle school. These relationships with mental health professionals and
the connecting school helped to determine what is best for the student.

Artifact: Professional Leave Form for 504 Meeting