Site Supervisor Meeting Reflection

I met with my site supervisor on February 6, 2012 from 9:00am-11:00am.  Mr. Kim is my direct supervisor, and as such, we meet regularly on a weekly basis.  He and I collaborated to create my internship plan during my mid-year summative evaluation conference.  He blocked out two hours after my evaluation to develop and organize my internship plan. 

During our conference, we discussed projects that had begun during the past school year regarding the department areas which I supervise:  Curriculum Department, Bilingual/ESL Department, Professional Development Department, Reading/Dyslexia Department, Prekindergarten Department, and the Afterschool Department.  We decided that these projects needed to continue and would be an invaluable part of my internship plan.  He recommended that I continue to develop the 5 Year Strategic Plan and implement a system for progress monitoring the plan.  He also recommended that I continue to develop processes to align the District Improvement Plan and the Campus Improvement Plan with the Strategic Plan. He would like me to continue the community visioning meetings, so that we can continue to communicate the district’s vision, mission, and goals to the community at large.  We planned continued development of the aligned curriculum and common assessments.  He requested that I continue to further develop the systemization of Manor ISD Power Walks and data disaggregation to monitor teacher quality.  In regards to curriculum, I suggested that I lead the revision of the curriculum documents in order reflect the higher level of rigor needed to meet the level of questioning on the STAAR assessment.  Part of this involves leading focus groups to gather input.  I will also assemble vertical teams to realign these documents.  I also suggested that I lead my team to develop a professional development plan, requiring teachers in content areas to attend requisite and elective courses.

Mr. Kim liked that I have taken initiative and plan to strengthen existing programs and/or have a plan to create new programs.  He said that I am innovative and that it is good to see that I am not satisfied with the status quo.  He also felt that I my drive for improvement transcends across my personal goals, as well as my professional goals, which he felt is a characteristic of a good leader.  Mr. Kim especially liked the development of the 5 Year Strategic Plan, because the process involved key stakeholders and also provided a strategic roadmap for the district.  That was the part of my internship plan that he liked best because it exposed me to variety of experiences such as, conducting a Board Workshop, developing strategic plans, meeting with community members, and collaborating with leadership.  He felt that this particular activity provided me with well-rounded experiences. 

It was a very productive meeting and his personal reflections and insight provided me with a great learning experience.

Reflection:

After meeting with the superintendent I realized that one of his greatest strengths is his ability to transform a district and motivate the community at large.  We talked about transformation in the 21^st Century and the role of a superintendent.  Transformation involves parents, teachers, students, community members, and the Board of Trustees.  He repeated the importance of being transparent and maintaining strong communication with all stakeholders.  He further explained that by being transparent up front, stakeholder buy-in will be stronger in the long run, which in turn will support the transformative effort.  The more opportunities we have to meet with teachers, parents, and students, the more they will support the overall vision.  Support leads to motivation and motivation leads to transformation.

Strategic planning is also a key component in the success of transformation. Strategic planning begins with a vision and mission that align with the transformative initiative.  The vision and mission provide road-map with checkpoints along the way.  The vision is where we are all going, and the mission is how we are going to get there.   Goals support the vision and mission specifically and strategically with progress measures.  This strategic plan needs to be reviewed by all district stakeholders, once again for purposes of transparency, communication, and community buy-in.

Through communication and collaboration a superintendent can lead transformation.  In this way a superintendent truly exhibits transformational leadership.

ANNETTE TIELLE VILLEROT

XXXX XXXXXXXXX Court, XXXXX XXXX, TX 12345

 (512) XXX-XXXX (Cell); (512) XXX-XXXX (Home); XXXXXXX.XXXXXXXX@yahoo.com

EDUCATION:

MASTER OF EDUCATION DEGREE                                                                                               

East Stroudsburg University, East Stroudsburg, PA                    G.P.A.:  4.0                   December 1996

BACHELOR OF SCIENCE DEGREE IN EDUCATION                                                   May 1992

Bloomsburg University, Bloomsburg, PA                                  G.P.A.:  4.0 Major

CERTIFICATIONS/AWARDS:

Anticipated:

Texas Educator Certificate - Professional - Superintendent Certification (September 2012)

Earned:

Texas Educator Certificate - Professional - Principal Certification.

Texas Educator Certificate - Professional - Reading Specialist Certification (EC-12).

Texas Educator Certificate - Supplemental - ESL Certification (EC-12)

ILD and PDAS Certification.

Commonwealth of Pennsylvania - Instructional Level II – Reading Specialist Certification (K-12).

Commonwealth of Pennsylvania - Instructional Level II –Early Childhood / Elementary Education.

Recipient of Outstanding Student Teacher Award, 1992.

ADMINISTRATIVE AND LEADERSHIP EXPERIENCE:

Manor Independent School District, Manor, TX

EXECUTIVE DIRECTOR OF CURRICULUM & INSTRUCTION                     June 2011-PRESENT

DIRECTOR OF PROFESSIONAL DEVELOPMENT & SPECIAL PROGRAMS                  2007-2011

Overall Responsibilities:

·    Direct, supervise, monitor, and budget for the following programs and staff: 

Curriculum & Instruction, Bilingual/ESL, Professional Development, Dyslexia, Early Literacy Intervention, Prekindergarten & Child Care, Afterschool, Instructional Coaching, Strategic Plan and Program Evaluation

OUTLINE OF RESPONSIBILITIES WITHIN EACH PROGRAM:

CURRICULUM AND INSTRUCTION

·    Coordinated and monitored the vertical and horizontal alignment of Manor ISD’s Pre-K-12 curriculum in all content areas.

·    Implemented a common assessment system at all grade levels in all core content areas.

·    Proposed and received approval for an Early Literacy Intervention Model from the Board of Trustees.

o  Reallocated Title I monies to yield a local district savings of $150,000, while creating seven new Early Literacy Intervention positions.

·    Coordinated the scale up of the district’s 21^st century learning and project-based learning initiative.

·    Implemented a walkthrough model, which gauges teacher effectiveness through a scientifically researched-based data collection system.

·    Planned community out-reach meetings with the superintendent to gain stakeholder support of the new district vision and mission.

·    Collaborated with the Afterschool Programs Director and Curriculum Specialists to align the Afterschool curriculum with the core curriculum.

·    Developed the district’s 5 Year Strategic Plan, organized stakeholder meetings, and presented to the Board of Trustees for unanimous approval.

·    Coordinated the Texas Title I Priority School (TIPPS) grant writing, which resulted in two high schools receiving the grant award of $2 million per year over three years. 

PROFESSIONAL DEVELOPMENT                                                                                                   

·    Developed, coordinated, implemented, and supervised all district professional development programs.

o  Comprehensive Professional Development Program

o  New Teacher Induction Program

o  Mentoring Program

o  Teacher Leadership Program

o  Program Evaluation

·    Managed the annual Title II, Part A budget of $115,000.

·    Developed a yearly comprehensive district and campus data-driven goal based professional development plan.

·    Created an individualized learning plan model for all teachers by offering requisite and elective course offerings for all areas of study.

·    Initiated the district’s first “New Teacher Summer Training Camp” program, which provides level one courses to first year teachers before their first year of teaching.

·    Refined the mentoring program with a systematic portfolio evaluation for both mentor and mentee.

·    Created the “Leadership in Educational Advancement and Development” (LEAD) teacher leadership program.

·    Initiated and monitored the district’s program evaluation model, which directly links to the district’s 5 year Strategic Plan.

·    Implemented an evaluation procedure for professional development programs and initiatives.

·    Developed a professional learning community model during weekly “late start Mondays.”

·    Presented Manor ISD’s Professional Development Plan at the 2010 Avatar User Group Conference.

BILINGUAL/ESL PROGRAM                                                                                         

·    Direct and manage all areas of compliance, instruction, and professional development related to Bilingual and ESL programs.

·    Managed the annual Title III budget of $300,000.

·    Collaborated on the redesign of the Bilingual Program to support a model aligned to dual language.

·    Coordinated the development of an ESL Curriculum for the ESL Instructional Block.

·    Developed a professional development and instructional coaching plan for all bilingual teachers.

·    Planned Manor ISD’s 2010 Hispanic Conference with the Student and Family Support Department.

PREKINDERGARTEN PROGRAM                                                       

·    Managed the Texas State School Ready Collaborative Grant budget of $250,000.

·    Eliminated prekindergarten open enrollment and developed tuition-based program for non-eligible students, yielding an estimated district savings of $350,000.

·    Organized professional development and teacher coaching with Region XIII.

·    Coordinated partnerships with Children’s Courtyard and Child Inc.

·    Created a Prekindergarten Parent Booklet and online publication.

·    Proposed and received Board approval for a Manor ISD Child Care Campus Site model at each campus in response to grant cuts, which will generate approximately $200,000 to continue full day prekindergarten services.

DYSLEXIA PROGRAM                                                                                                

·    Researched, created, and implemented the district’s first Dyslexia Program in 2007.

·    Organized and directed Manor ISD’s Dyslexia Committee to create a district Dyslexia Handbook.

·    Coordinated “Manor ISD’s Dyslexia Intervention Training” for all Dyslexia Interventionists.

·    Initiated and implemented a Secondary RtI Reading Model and provided professional development.

·    Proposed and received Board approval for three new itinerant Dyslexia teacher positions, made possible from local savings recovered from other programs.

Round Rock Independent School District, Round Rock, TX

DISTRICT SECONDARY LITERACY COACH                                                                    2006-2007

·    Developed and implemented of a district wide reading program.

·    Wrote the curriculum for Round Rock ISD’s secondary reading elective state credit.

·    Created and delivered district wide secondary content area reading professional development.

·    Received continuous training to become a Strategic Instructional Model (SIM) staff developer.

STONY POINT LEARNING COMMUNITY

LITERACY PROGRAM SPECIALIST                                                                                                        2006

·    Developed a formalized reading program within the Stony Point Learning Community, which became the model for a district wide initiative.

·    Created a “Three Tier Model for Reading Intervention” and a “Balanced Literacy Lab” in all Stony Point feeder pattern schools, which gained recognition from the assistant superintendent of secondary schools.

STONY POINT 9^th GRADE CENTER

READING SPECIALIST/DEPARTMENT CHAIR                                                                2005-2006

·    Responsible for creating a formalized Ninth Grade Reading Program.

·    Facilitated a school-wide content area reading initiative, resulting in an overall passing rate of 93% on the Reading TAKS Assessment and an 84% passing rate of the at-risk population.   

·    Initiated a vertically aligned secondary reading program in the Stony Point feeder pattern.

TEACHING EXPERIENCE

Delaware Valley School District, Matamoras, PA

READING SPECIALIST                                                                                                      2002-2005

·    Received the highest ranking from Title I Monitors in May 2004.

·    Increased reading performance of students in the Title I Reading Program on an average of two years.

·    Designed a third grade content area reading program where reading was team-taught through the content areas.

·    Implemented and coordinated a first grade early literacy program, incorporating specially designed small group instruction.

·    Developed language arts, reading, and science curriculums for the Delaware Valley School District.

·    Selected by the building principal, Director of Elementary Education, and Director of Reading to    co-chair the Middle States Accreditation Committee.

·    Directed the Dingman-Delaware Elementary drama club.

THIRD GRADE TEACHER                                                                                                1992-2002

·    Co-taught in the district’s first inclusion classroom and was consistently chosen by the Special Education Director to teach in an inclusion setting. 

·    Initiated a Vision Team, utilizing a multidisciplinary approach for effective inclusive practices.

·    Integrated curriculum areas by teaching thematic units, discovery learning, and real life simulations.

·    Implemented a learning-center environment, utilizing six classroom computers and guided teaching.

·    Created a newsroom where children developed a videotaped newscast and weekly class newspaper. 

PROFESSIONAL AFFILIATIONS:

American Association of School Administrators (AASA)

Texas Association of School Administrators (TASA)

TASA Academy for Transformational Leadership

Learning Forward (Formerly National Staff Development Council)

International Reading Association (IRA)

Association for Supervision and Curriculum Development (ASCD)

  

REFERENCES:

References are available upon request.