It was very helpful to read comments from classmates about my internship plan. I did not realize it but as I was designing the plan, I left off some important identification information for those listed in my resource column. This information was added in my update.
During my conversation with my site superintendent, we decided to change one of the activities. Activity 25: Community and Public Relations will now involve the design and implementation of booth at the Jackson County Fair. This is a well attended, award winning event in our county. Our superintendent wants to use fair week to promote our schools. He has tasked me with the development of a public relations campaign. I have already been working with other team members to get the ball rolling on this event.
My initial plan is to go with the catch phrase, "Picture Your Future with Seymour Schools". I am going to use pictures of our students to decorate the booth. We are going to highlight particular achievements of our students and schools by taking individual pictures of students with the letters that spell out Picture Your Future. Students will be holding various technology tools that feature the letter to spell out our catch phrase. We will put a tag with each individual student's picture to explain their achievement or the group represented. This explanation just doesn't do the idea justice, but I think you get the idea.
I am working on printed material for parents to pick up when they visit our booth and selecting a few fun items to distribute to fair going friends. I am always looking for ideas and suggestions!!
Friday, June 28, 2013
Tuesday, June 25, 2013
Web Conference June 24, 2013
I wanted to say thanks to all those that attended the web conference Monday evening. I appreciated the opportunity to get to know some of those participating in class. Even though my microphone was not working, I certainly learned a lot. Just having the opportunity to ask questions and gather information from others on how to find certain bits of information was so very helpful. Thanks again!
Sunday, June 23, 2013
Superintendent Interview
The superintendent for our district was hired in May 2013. He was a retired superintendent that came out of a 8 year retirement to fill an interim position for Seymour. After working with us for most of the year, he decided to apply for the permanent position. During our interview on June 21, he often compared the current roles and responsibilities of a superintendent to his past experience.
Our interview took place this week because Mr. H. was on vacation. We met in our corporation's board room. Since I provided a copy of the questions to Mr. H. before he left on vacation, he was prepared and our interview time was spent in a focused and productive way.
There were many things that Mr. H. shared that stood out to me. Below are the five questions that I selected:
2. What are the positive aspects of being in a leadership position, like Superintendent?
Mr. H. used a visual to help describe the positive aspects of being a superintendent. The principals in a district were the ships' captains. Principals direct the individual ships and are on deck to make the day-to-day decisions that drive education for each ship. The superintendent, then, is like the fleet admiral charting a direction for all of the ships in the fleet. He said that in his role, he is the one that studies the wind, current, and weather to make decisions for the fleet and he must stand ready to adapt quickly. He sees the best part of his job in the working with others to chart this course.
He said it is the teacher that had the immediate, direct impact on the individual child. It is the principal that impacts the children and staff in a particular building. The superintendent has the opportunity to impact not only the children, staff, and school as a whole but the superintendent can also impact the community and political structure that shapes policy and educational law.
3. What are the negative or difficult aspects of being in a leadership position?
Time. Mr. H. shared his frustration with time. He forgot the time commitment involved in being a superintendent for a district. He said it is not a 9 to 5 job. It is more like a 5:00 am until the last bus is in on any particular day. This bus could be an activity bus getting in at 11:00 pm or it could be the bus that took a group of students on an overnight journey. The superintendent is always on call during this time.
He cautioned me that it does not matter the length of a day. To many constituents, it only matters what time you arrive in the morning. He gave the example of working on negotiations with teachers until the wee hours of the morning and then getting to work at his regular time. He said in his experience, it does not go over well for the superintendent to arrive at 10:00 am.
4. What do you believe are the attributes of a good superintendent?
Mr. H. found the following attributes necessary for an effective superintendent:
Being a people person, building relationships
Flexibility
Adaptability
Being a good listener
Patience
Being a good negotiator, finding the middle ground
7. How should a superintendent evaluate the effectiveness of communication strategies in the school district and encourage the engagement of the community to benefit all students?
As far as communication strategies, Mr. H. admitted he was old school. He likes to talk with folks face to face. He would rather write things on a board and discuss them than put it down in an email. Communication strategies, in general, were an area that Mr. H. has found the most challenging since his last superintendency eight years ago. With the widespread use of email and voice mail in the school environment, superintendents are at the mercy of the next call (since he now carries a phone with him), voice mail or email. He called these tools, on-demand interruptions. He said these technology tools moved his communication to the individual level, every hour of every day, weekends included. He finds it a very great challenge to keep up with all this communication along with all of the other demands on a superintendent's time.
He said the community is interested in seeing the superintendent at events, all events. He communicates with students, teachers, parents and community members while visiting a classroom, watching a game, attending a concert, or standing in line at the concession stand. This visibility is important in another way. It helps the superintendent understand what is going on and how things work throughout the district. Based on the content of these interactions, Mr. H. evaluates how well he is communicating the school's mission, vision, and plans.
10. How does a superintendent promote and sustain a district culture that emphasizes student learning and professional development?
Mr. H. pulled this question out immediately. He said he found it interesting that I would even ask this question since it should be a given. After a bit of thought, he said he could see how this gets pushed down the priority list just by the sheer number of items on a superintendent's plate. Mr. H. said the challenge here is to create a culture in which learning and professional development are priorities. Most times a superintendent enters a district as a change agent for the culture. This is not something that happens overnight. It takes years and it takes a lot of relationship building to accomplish. The school board plays a crucial role in the development of a school culture that emphasizes learning and professional development. Seymour Schools has a seven member board that is elected and we experience a 2-3 person shift every two years. It is a challenge to keep a consistent focus toward a positive culture. Strategies that Mr. H. uses involve providing information to various stakeholders and then working with them to do the right thing. He said, "You identify the various agendas and then work to find common ground."
As Director of Curriculum for Seymour Schools, I find myself working very closely with the superintendent in our district. This interview provided a rare opportunity for a conversation about philosophy, ideology, and the job in general. His parting advice to me was as follows:
"In my career, I've seen some really good people lose their jobs as superintendent. You have to understand that superintendents can do all the right things for all the right reasons and still lose a job due to the particular politics of a given situation. So prepare. How does a superintendent prepare? By surrounding themselves with competent, passionate people and then relying on them to do their jobs. Superintendents make decisions based on input from others, the facts as known, and solid judgment."
Our interview took place this week because Mr. H. was on vacation. We met in our corporation's board room. Since I provided a copy of the questions to Mr. H. before he left on vacation, he was prepared and our interview time was spent in a focused and productive way.
There were many things that Mr. H. shared that stood out to me. Below are the five questions that I selected:
2. What are the positive aspects of being in a leadership position, like Superintendent?
Mr. H. used a visual to help describe the positive aspects of being a superintendent. The principals in a district were the ships' captains. Principals direct the individual ships and are on deck to make the day-to-day decisions that drive education for each ship. The superintendent, then, is like the fleet admiral charting a direction for all of the ships in the fleet. He said that in his role, he is the one that studies the wind, current, and weather to make decisions for the fleet and he must stand ready to adapt quickly. He sees the best part of his job in the working with others to chart this course.
He said it is the teacher that had the immediate, direct impact on the individual child. It is the principal that impacts the children and staff in a particular building. The superintendent has the opportunity to impact not only the children, staff, and school as a whole but the superintendent can also impact the community and political structure that shapes policy and educational law.
3. What are the negative or difficult aspects of being in a leadership position?
Time. Mr. H. shared his frustration with time. He forgot the time commitment involved in being a superintendent for a district. He said it is not a 9 to 5 job. It is more like a 5:00 am until the last bus is in on any particular day. This bus could be an activity bus getting in at 11:00 pm or it could be the bus that took a group of students on an overnight journey. The superintendent is always on call during this time.
He cautioned me that it does not matter the length of a day. To many constituents, it only matters what time you arrive in the morning. He gave the example of working on negotiations with teachers until the wee hours of the morning and then getting to work at his regular time. He said in his experience, it does not go over well for the superintendent to arrive at 10:00 am.
4. What do you believe are the attributes of a good superintendent?
Mr. H. found the following attributes necessary for an effective superintendent:
Being a people person, building relationships
Flexibility
Adaptability
Being a good listener
Patience
Being a good negotiator, finding the middle ground
7. How should a superintendent evaluate the effectiveness of communication strategies in the school district and encourage the engagement of the community to benefit all students?
As far as communication strategies, Mr. H. admitted he was old school. He likes to talk with folks face to face. He would rather write things on a board and discuss them than put it down in an email. Communication strategies, in general, were an area that Mr. H. has found the most challenging since his last superintendency eight years ago. With the widespread use of email and voice mail in the school environment, superintendents are at the mercy of the next call (since he now carries a phone with him), voice mail or email. He called these tools, on-demand interruptions. He said these technology tools moved his communication to the individual level, every hour of every day, weekends included. He finds it a very great challenge to keep up with all this communication along with all of the other demands on a superintendent's time.
He said the community is interested in seeing the superintendent at events, all events. He communicates with students, teachers, parents and community members while visiting a classroom, watching a game, attending a concert, or standing in line at the concession stand. This visibility is important in another way. It helps the superintendent understand what is going on and how things work throughout the district. Based on the content of these interactions, Mr. H. evaluates how well he is communicating the school's mission, vision, and plans.
10. How does a superintendent promote and sustain a district culture that emphasizes student learning and professional development?
Mr. H. pulled this question out immediately. He said he found it interesting that I would even ask this question since it should be a given. After a bit of thought, he said he could see how this gets pushed down the priority list just by the sheer number of items on a superintendent's plate. Mr. H. said the challenge here is to create a culture in which learning and professional development are priorities. Most times a superintendent enters a district as a change agent for the culture. This is not something that happens overnight. It takes years and it takes a lot of relationship building to accomplish. The school board plays a crucial role in the development of a school culture that emphasizes learning and professional development. Seymour Schools has a seven member board that is elected and we experience a 2-3 person shift every two years. It is a challenge to keep a consistent focus toward a positive culture. Strategies that Mr. H. uses involve providing information to various stakeholders and then working with them to do the right thing. He said, "You identify the various agendas and then work to find common ground."
As Director of Curriculum for Seymour Schools, I find myself working very closely with the superintendent in our district. This interview provided a rare opportunity for a conversation about philosophy, ideology, and the job in general. His parting advice to me was as follows:
"In my career, I've seen some really good people lose their jobs as superintendent. You have to understand that superintendents can do all the right things for all the right reasons and still lose a job due to the particular politics of a given situation. So prepare. How does a superintendent prepare? By surrounding themselves with competent, passionate people and then relying on them to do their jobs. Superintendents make decisions based on input from others, the facts as known, and solid judgment."
Wednesday, June 19, 2013
Week 3 Video Reflection
This week's discussion about the role of the superintendent as and instructional leader was very informative and timely for me. Being in this course and being from Indiana, I have not had experience with the Texas Education Agency Academic Excellence Indicator System. As we have completed our first tasks, I believe the indicators are not specific to a state. The indicators are universal and target excellence.
Another point made dealt with technology. I am working with others in my district to prioritize technology as an instructional tool to positively impact student achievement. We are currently in the midst of trainings for all staff members throughout the summer.
I will be interested to locate the list of helpful professional organizations. This is an area that I have put very little time and effort into investigating. This resource will be very helpful.
Another point made dealt with technology. I am working with others in my district to prioritize technology as an instructional tool to positively impact student achievement. We are currently in the midst of trainings for all staff members throughout the summer.
I will be interested to locate the list of helpful professional organizations. This is an area that I have put very little time and effort into investigating. This resource will be very helpful.
Friday, June 14, 2013
Professional Vita Document
Lisa FergusonL
Lisa Ferguson
1014 West Walnut Street, Brownstown, Indiana 47220
1014 West Walnut Street, Brownstown, Indiana 47220
H: 812-569-1605
C: 812-216-3101 lisaferguson1122@gmail.com
“Education is not the
filling of a pail, but the lighting of a fire.” William Butler Yeats
Executive
Profile
I am a student-centered, innovative administrator seeking
the opportunity to utilize my knowledge, skills, and experiences in service of
a strong community and school district that seek to focus on dynamic education
and high expectations for all learners.
Skills and Attributes:
* Effective
Communication
* Proactive
Educational Leadership
* Creative
Problem Solving
* Highly
Organized
* Technology
Savvy
* Collaborative
* Positive
Community Relations
Education
Lamar University (In
Progress)
Superintendent Certification
Indiana University/Purdue
University Indianapolis August
1985-May 1990
Masters Degree/Principal Certification
-Masters in Elementary Education
-Additional hours beyond masters to obtain principal
certification
Indiana University
Southeast New Albany, IN August 1982-May 1985
Elementary Education/Lifetime License
-Elementary Education with an Endorsement in Reading
-Member and Most Valuable Player of IUS Volleyball Team
Brownstown Central High School Graduation 1981/Diploma
Professional
Teaching and Administration Experience
Director of Curriculum and
Instruction Aug. 2011-Current
Seymour Community School
Corporation
-
Responsible for 4200 students K-12
-Articulated curriculum vertically and horizontally K-12
-Created district communication tools
-Inspired collaboration
-Developed and implemented staff evaluation process and
tool
-Initiated advisory councils for curriculum, RTI,
calendar, book adoption, and technology
-Developed and facilitated principal and teacher
induction programs to increased retention of highly qualified staff.
-Introduced volunteer program, E.L. V.I. S (Everyone
Loves Volunteers in Seymour)
-Collaborated with K-12 administrators to hire, place, and
evaluate staff
-Worked with the Director of Technology to implement 1:1
initiative K-12
-Developed Balanced Score card to report data to the Board of School
Trustees
-Supervised summer remediation programs
-Recommended policy review, revisions, and adoptions
-Facilitated text adoptions K-12
-Facilitated district calendar development
-Served as interim Special Education Director (2012)
-Developed RTI services and protocols for district
-Collaborated and advised on safety plans and protocols for
the district
Director of Federal Programs
and Public Relations Aug. 2003-May 2011
Seymour Community School
Corporation
-Managed grant applications for Title 1, Title II, A,
Title III, Title IV, Title V, NESP, and High Ability
-Managed budgets for each grant
-Initiated district communication (Websites, Newsletters, Calendars, Teacher
Recruitment)
-Developed, Planned, and Implemented Professional
Development
* Conducted
three day educational conferences for 250 district staff members that featured
speakers such as Dr. Harry Wong, Alan November Group, Dr. Willard Daggett, and
Jamie Volmer using ARRA funding
* Established
online staff training options through You Tube Channel and PD Express
-Communicated with Media/Press Release
-Collaborated with staff, parents, and community to
develop English Language Learner Programs
-Planned and hosted district retirement celebrations,
senior scholar events, opening day events, and Christmas celebrations for all
staff
Emerson Elementary
Principal Aug. 1998-May 2003
Seymour Community School
Corporation
-Responsible for Grades K-6, 300 students
-Achieved 4 Star School Ratings
-Coordinated National TV Production of "Emeril
Lagasse Kicks Up Your School Lunch" (2000)
-Guided experienced staff to implement technology,
innovative teaching strategies, and embrace collaboration
-Initiated data studies to target instruction and improve
acheivement
West Washington Elementary
Principal Aug. 1997-May 1998
West Washington Community
School Corporation
-Responsible for Grades K-6, 650 students
-Inspired collaboration
-Enhanced instructional practices
-Managed hearing impaired program
Lanesville Elementary
Principal Aug. 1994-May 1997
Lanesville Community School
Corporation
-Responsible for Grades K-6, 380 students
-Facilitated consolidation of two schools into one
elementary in a new building
-Collaborated on construction plans and completion
-Reorganized schedules
-Redefined the learning culture
-Rolled out technology initiatives in a new building
Medora Elementary
Principal Aug. 1990-May 1994
Medora Community School
Corporation
-Responsible for Grades K-6, 180 students
-Implemented student recognition programs
-Evaluated and provided feedback on effective performance
Medora Elementary Teacher/Varsity
Volleyball Coach Aug. 1985-May
1990
Medora Community School
Corporation
-Guided second and third grade students to achieve
-Created individual learning experiences based upon
student need
-Engaged all learners
Professional Development
“Curriculum Certification,”Southern
Indiana Education, Center Jasper, IN June
2013
“Disciplinary Literacy
Training,”Smekens Group, Indianapolis, In November 2012
“RISE Evaluator Certification,”
Indiana Department of Education, Indianapolis, IN June 2012
“Literacy Station/Reading
Seminar,”Smekens Group, Indianapolis, IN
July 2012
“Quality Learning
Seminar,”David Langford Center, Bluffton, IN
June 2011
“Administrative Mentor Certification” Seymour Schools,
Seymour, IN October 2004
Highlights
of Accomplishments
* Advanc-Ed
District Chairperson, Full District Accreditation
* Strong
advocate for Seymour Community School Corporation
* Active
community participation: festivals, county
fair, United Way, Read Jackson County Board Member, Leadership Jackson County Board
Member, Red Cross Board Member, and Southern Indiana Center for the Arts Board
Member
* Leadership
Jackson County Passion Award (2010)
* Seymour
High School Graduation Rate of 97%
References
References will be included on the following page, if
requested
Professional References
Mr. Robert Hooker
Superintendent
Seymour Community School Corporation
1638 South Walnut Street
Seymour, In 47274
812-522-3340; hooker@scsc.k12.in.us
Dr. Robert
Schmielau, retired
Former Superintendent
307 Manor Heights
Seymour, IN 47274
812-522-8281
Mrs. Linda
Luedeman
Elementary/Middle School Principal
Seymour, IN 47274
812-216-4534; lluedeman@yahoo.com
Dr. Kenneth Kidd,
retired
Former Superintendent
Medora Community Schools
812-525-3288
Dr. Gerald Jackson
Former Superintendent
West Washington Community Schools
812-799-2596; jacksong@wwcs.k12.in.us
Mr. Brian Rodman
Director of Technology
Seymour Schools
Seymour, Indiana
812-522-3340; rodmanb@scsc.k12.in.us
Mrs. Linda Crosby
Lanesville Elementary Secretary
Lanesville, In
912-793-5000; crosbyl@lanesville.k12.in.us
Sunday, June 9, 2013
Action Research
I had to do a little research to understand just what it means to conduct action research. Action research is about posing questions, gathering data, reflecting, and deciding on a course of action. In the school setting, this research would involve issues identified in our own work environments. It is a chance to look at issues we've identified. Working on issues in our own school that we've identified is definitely a motivator. Another key component in action research is work group configurations. Educators can work on action research as individuals or as teams.
The thing that struck me about this approach to research was the idea that participants are not trying to find out what is wrong or finding a correct answer. Educators are looking for paths to support improvement. Action research is about how we can change instruction, improve knowledge, or improve strategies. It is done to inform and change practices to impact future performance. The knowledge is gained through action. It is like an experiment. Action research means participants are actively involved in the change process while conducting the research.
As I read about action research, I learned it is something I have been doing intuitively. In my administrative role, I am always asking questions, looking at our current practices, and considering ways of working differently to impact achievement in a positive way. It would be a goal of mine to incorporate action research strategies into my current initiatives.
The thing that struck me about this approach to research was the idea that participants are not trying to find out what is wrong or finding a correct answer. Educators are looking for paths to support improvement. Action research is about how we can change instruction, improve knowledge, or improve strategies. It is done to inform and change practices to impact future performance. The knowledge is gained through action. It is like an experiment. Action research means participants are actively involved in the change process while conducting the research.
As I read about action research, I learned it is something I have been doing intuitively. In my administrative role, I am always asking questions, looking at our current practices, and considering ways of working differently to impact achievement in a positive way. It would be a goal of mine to incorporate action research strategies into my current initiatives.
Thursday, June 6, 2013
Wiki's, E-books, and Blogs, oh my! I know I am not in Kansas anymore, Toto!
I love technology. Right now, I could reach out and touch an iPad, a Kindle Fire HD, Chromebook, mini laptop computer, a document camera, a flipcam, iPhone, or my desktop computer. I use technology in so many publishing aspects of my work yet had not considered the communication possibilities each tool offers. It seems so obvious now. I feel like the scarecrow that just got a brain! As long as the device has internet access, I have the ability to reach out to others through a blog.
I am the Director of Curriculum and Instruction for Seymour Community Schools in Indiana. I have been an administrator for 25 years. If I have learned one thing, it is the fact that communication is key to success. Once particular communication strategies have been successful for us, we tend to stick with them. Sometimes adhering to such habits can freeze us in time...like the tin man. Joining this class and having the opportunity to "oil" my process, has started my wheels turning. I currently publish a newsletter monthly to all staff. This publication is called, The Beacon, I use it to communicate information to all staff members about standards, best practices, district policies, and initiatives. I scan the documents and post them on a Moodle page. After building my first blog, I realized the Moodle posting is one way communication. If I just have the courage to build a blog and use it as my communication structure, I can establish ongoing, two-way communication with staff about standards, strategies, and pedagogy. In the past, if folks had questions about items in The Beacon or wanted to share information on the effectiveness of a particular strategy they tried, staff members were unable to do so. The collaboration potential of this tool meets a great number of needs for my corporation.
When I first read our week one overview and saw all of these things listed, I felt like I was being tossed and turned in a tornado. I had never done many of these things before and found myself on some unsteady ground. In building the blog, I learned that the process is very easy to follow. It is user friendly from both the user and creator point of view. The directions for building a blog can most certainly be shared with others. I've looked behind the blog curtain and like what I see. Here I was scared of the new land I'd discovered only to realize I had the brain, courage, and flexibility I needed all along. Click, Click, Click....
I love technology. Right now, I could reach out and touch an iPad, a Kindle Fire HD, Chromebook, mini laptop computer, a document camera, a flipcam, iPhone, or my desktop computer. I use technology in so many publishing aspects of my work yet had not considered the communication possibilities each tool offers. It seems so obvious now. I feel like the scarecrow that just got a brain! As long as the device has internet access, I have the ability to reach out to others through a blog.
I am the Director of Curriculum and Instruction for Seymour Community Schools in Indiana. I have been an administrator for 25 years. If I have learned one thing, it is the fact that communication is key to success. Once particular communication strategies have been successful for us, we tend to stick with them. Sometimes adhering to such habits can freeze us in time...like the tin man. Joining this class and having the opportunity to "oil" my process, has started my wheels turning. I currently publish a newsletter monthly to all staff. This publication is called, The Beacon, I use it to communicate information to all staff members about standards, best practices, district policies, and initiatives. I scan the documents and post them on a Moodle page. After building my first blog, I realized the Moodle posting is one way communication. If I just have the courage to build a blog and use it as my communication structure, I can establish ongoing, two-way communication with staff about standards, strategies, and pedagogy. In the past, if folks had questions about items in The Beacon or wanted to share information on the effectiveness of a particular strategy they tried, staff members were unable to do so. The collaboration potential of this tool meets a great number of needs for my corporation.
When I first read our week one overview and saw all of these things listed, I felt like I was being tossed and turned in a tornado. I had never done many of these things before and found myself on some unsteady ground. In building the blog, I learned that the process is very easy to follow. It is user friendly from both the user and creator point of view. The directions for building a blog can most certainly be shared with others. I've looked behind the blog curtain and like what I see. Here I was scared of the new land I'd discovered only to realize I had the brain, courage, and flexibility I needed all along. Click, Click, Click....
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