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2020 Professional Experience Current Work Context Superevisor Triad Summary

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79 views

2020 Professional Experience Current Work Context Superevisor Triad Summary

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api-377039370
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Professional Experience, Current Work Context Summary, Supervisor Triad

This assignment is to be initially completed by the Year I Candidate after collaboration with Coach and Evaluating Administrator.
In Year II, the document is to be reviewed and revised as necessary to reflect changes in work context or supervisor.

Candidate: Shameka Andre

Coach: Rob Garza Coach: Rob Garza


Candidate Supervisor/Evaluator: Sylvia Borg- Candidate Supervisor/Evaluator: Andrea
Otting Paxton & Laura Duran
Date of Year I Initial Date of Year II
Candidate/Coach/Administrator Triad: Candidate/Coach/Administrator Triad:
A) Candidate: Reflections on prior leadership experience, unique skills, areas of leadership strength and areas of
leadership growth:
In the effort to strengthen my capacity to lead, I served on a variety of leadership teams and
committees which has included;

• President of School Site Council: leads School Site Council meetings/agendas, revised the
mission and vision of the school, reviews Title I budget, LCAP, disaggregated student
data, collaborates with English Language Advisory Committees (ELAC) and develops a
Single Plan for Student Achievement (SPSA).
• English Language Leadership Team: My work on the ELLT involves assisting the progress
of English Learners, analyzing progress data, review processes of classification and
reclassification of English Learners and develop teaching strategies to be communicated
back to my school site.
• Multi-Tiered System of Support (MTSS) Team: My work on the MTSS Team involves
working at the district level to develop a comprehensive framework that focuses on CSSS,
core instruction and a whole-child approach to learning. Along side my site administration,
student- support staff and special education department, we are working toward the
aligning current site and district initiates to ensure a more individualize approach to
learning.
• Administrative School Culture Team (2017): Works with the Principal, Vice Principal and
School Counselor to make the school culture more visible and engage grade level teams
through campus beautification projects.
• School Site Council (2014): Member of the School Site Council where I reviewed budget,
funding, student data, LCAP and helped make decisions on school improvement.
• Grade level data team (2015-present): works with grade level to create common
assessments, analyze student data and adjust instruction as needed.
• District Level Mathematics Data Team (2016): worked throughout the year at the district
level to create curriculum-based common assessments using CCSS and the mathematics
framework.
My strengths include effective communication skills with students and parents, data driven
approaches to increasing student achievement and effective strategies for driving school
culture.

Balancing the overall responsibilities of my role as vice principal has been a challenge I would
like to spend more time working with teachers, doing classroom walk throughs, supervising
the playground/cafeteria and working with classified staff. However, I am inundated with
office referrals throughout the day which makes it difficult to balance my other
responsibilities. Therefore, an area of growth for me would be decreasing the amount of office
referrals while effectively and efficiently tending to my other responsibilities.

2020/2021 Update: Last year I eventually got to a place where I was more familiar and
comfortable with balancing responsibilities. With the incorporation of communication and
organization strategies, I was able to find my rhythm so to speak. This year I am on a split
assignment at two school sites. Again, I faced with the challenge of balancing responsibilities
at two sites. Furthermore, due to COVID-19 the additional challenge is learning the culture of
two sites virtually. I do not have the opportunity of getting to know students and staff in
person, which has proven a tremendous hurdle to overcome.

B) Research on current school culture and context. Include commentary on student achievement data, site priorities,
and cultural aspects of the current site:

Esperanza: According to California School Dashboard 2019 data, Esperanza has


approximately 1,098 students. 51.2% are socioeconomically disadvantaged and 11.4% are
designated English learners. Students were performing 15.1 points below the standard in
English Language Arts with a 7.6 point decline. Students performed 30.8 points below the
standard in Mathematics maintaining -0.9 points. The site’s instructional focus is to close the
COVID-19 learning gap, provide lessons in the digital classroom that incorporate best
practices and research-based teaching strategies (TESS) and safely bring students and staff
back to campus.

Cottonwood: According to California School Dashboard 2019 data, Cottonwood has


approximately 551 students. 62.4% are socioeconomically disadvantaged and 10.9% of
students are designated English Language learners. Students were performing at 8 points
below the standard in English language arts with an increase by 23.1 points. Students
performed 36.5 points below the standard in Mathematics with an 8.2 point increase. The
site’s instructional focus includes closing the COVID-19 learning gar, ensuring students are
engaged during distance learning, providing research-based instruction and incorporating
project-based learning during distance learning.

Learning and immersing myself in the culture of both sites during school closures have been a
significant challenge. I am unable to physically meet with staff, students and parents so
understanding the culture of both sites remains an area of growth.
C) Research on current district level priorities:

The district’s 2019-2020 Local Control and Accountability Plan (LCAP) identifies three goals that
address the district’s commitment to continue to build a strong core instructional program; providing
the supports needed for all students to access that program; and supporting the social emotional
growth of students.
• Goal number 1: Education for Life and Work: Ensure all students are well-equipped with the
cognitive, linguistic, interpersonal, and intrapersonal skills necessary to be successful in a
global society.
State Priorities Addressed: Implementation of State Standards, Course Access, Pupil Achievement,
Other Pupil Outcome, Pupil Engagement, School Climate.
• Goal 2: Access For All: Provide all students access to a high quality instructional program and
the research-based supports necessary for them to engage fully and meaningfully with the
program.
State Priorities Addressed: Basic, Implementation of State Standards, Course Access, Pupil
Achievement, Other Pupil Outcomes, Pupil Engagement, School Climate, Parent Involvement
• Goal 3: Active and Responsible Citizenship: Develop and implement programs that support
student’s academic, behavioral, and social emotional growth and success.
State Priorities Addressed: Pupil Achievement, Other Pupil Outcomes, Pupil Engagement, School
Climate, Parent Involvement

Anchored by the goals outlined above, the district has rolled out full implementation of standards
-based grading this school year. Over the course of several years, the district has transitioned
away from the traditional grading system toward the standards-based model which gives a more
accurate portrait of student’s skill sets. This year marks the first year of full implementation.
The district is also moving toward the Multi- Tiered System of Support MTSS framework. Two
school sites were involved in the development and implementation of MTSS the past two years
and more schools will be adopting the framework this year.
2020/2021 Update: District level priority is to safely bring students back to campus and increase
students achievement.

D) Reflections on supervisor input of potential Individual Learning Plan (ILP) Goal:

• 2b-3: Provide access to a variety of resources that are needed for the effective instruction an
differentiation support of all students.
• 5A-3: Engage in professional learning to be up-to-date with education research, literature,
best practices, and trends to strengthen ability to lead.
• Actively develop relationships with a range of stakeholders, policy makers, and researchers to
identify an address issues, trends, and potential changes that affect the context and conduct
of education.
Candidate:

Coach Signature:

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