Edld 5333 Leadership for Accountability Peggy Hale 8014

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EDLD 5333 Leadership for Accountability

Peggy Hale - 8014

Week 5: Reflection

(ELCC 1.1 k-i, ii; 1.3 k-i, ii, iii; 1.4 k-Ii, ii, iii, iv; 2.1 k-i, s-i, ii, iii, iv; 3.4 k-i)

Part 1: Site-Based Decision-Making

At the campus level, site-based decision making (SBDM) is a collaborative effort among professional staff, parents, and community members to improve student achievement by addressing the outcomes of all students and determining goals and strategies to ensure improvement. Under state law, the Site-Based Decision-Making Committee establishes and reviews campus educational plans, goals, performance objectives, and major classroom instructional programs.

Prior to completing this assignment, you will conduct two interviews—one with a member of the Site-Based Decision-Making Committee at your selected campus and the other with the campus principal. Your interview questions should address:

  • The committee’s makeup

  • The use of formal agendas

  • Topics typically discussed

  • Level of perceived teamwork (group dynamics)

  • Specific decision-making strategies

  • Conflict-resolution techniques

Part 2: Next Steps

As we stressed in this course, campus improvement is an ongoing, continuous process. When a campus receives its summative data reports, then the improvement cycle should begin again immediately.

In your second reflection, you will reflect on the action plan you developed earlier. Use the following scenario to think about your action plan and how you can move that plan to another level.

Move forward in time to the end of the school year. Imagine that you and your staff implemented the action plan, which resulted in increased student performance on the latest Academic Excellence Indicator System (AEIS) reports. Your campus has moved a step closer to becoming Exemplary, and you want to maintain the momentum. What will you do now?”


  1. Record your reflection in the form of two 150-word essays.

  2. Use the guiding questions in each section to stimulate your thinking and guide your writing.

  3. Write reflectively instead of in a question-and-answer style, and follow the guidelines for writing listed in each section.


Use this rubric to guide your work.

(ELCC 1.1 k-i, ii; 1.3 k-i, ii, iii; 1.4 k-Ii, ii, iii, iv; 2.1 k-i, s-i, ii, iii, iv; 3.4 k-i)




Needs Improvement



Completes both reflections assignment using a minimum of 150 words in each reflection.

(10 points) 

Completes both reflections assignment using fewer than 150 words in each reflection

(8 points)

Completes one reflections assignment using a minimum of 150 words.

(7 points)

Did not submit reflection assignment.

(0 points)

Responses and Mechanics

Few errors in grammar, spelling or punctuation.

(5 points)

Multiple errors in grammar, spelling or punctuation.

Responses lack clarity and depth.

(0 points)

Reflection One: Site-Based Decision-Making

Remember, this is a journal entry. However, as with any scholarly writing, you should use:

  • citations from the research when applicable.

  • professional writing protocols.

  • professional language.

  • What important information did you obtain about site-based decision making from your interviews with the SBDM member? The campus principal?

  • What information from the interviews aligned with your understandings of site-based decision making?

  • What surprised you about the information that was shared?

Type your response in the space below.

After interviewing our campus principal, Mrs. Beverly Knight and our Accelerated Math instructor, Mrs. Carie Broussard, I realized how much I have learned from this week’s material. The information they shared aligned with our class material. The committee’s makeup had teacher representatives from all subject areas as well as Technology, Gifted and Talented, Special Education, Music, Physical Education, and special programs. Mrs. Broussard pointed out that some teachers represented more than one area. Mrs. Knight explained to me that she chose to change the name of the committee to the Academic Improvement Committee. She said that most members thought their purpose was to improve the campus building and grounds. The name change helped focus more on the instructional part instead of the actual building. Topics that they have discussed this year were parent involvement, budget, technology integration, personnel alignment, after school tutorials, TAKS night, and the campus improvement plan. Mrs. Knight admitted to meeting monthly with the teachers in the committee to problem-solve and plan first, then collect their ideas and plans to present to the whole group. She explained that the non-educators only met three times a year and helped fine tune what the teachers had prepared. Mrs. Broussard mentioned that the group dynamics were great and everyone was given the chance to voice their concerns and opinions. However, Mrs. Broussard did say that not everyone spoke and many members were quiet and rather hesitant to speak in front of the group. She said to help with this, many times they broke into small groups to collaborate and discuss issues, then have one spokesperson share with the whole group. Mrs. Knight would consider all of the groups’ recommendations. Most of the time they would come to a basic consensus before the meeting ended. She shared several instances when there were conflicts of interests, but most of them were respectful and listened to all points of view. She learned to guide the discussions to what was best for our students. Their last meeting was on cutting the budget and teachers met in groups to decide what program the students or teachers could do without. She said that when they came together and shared their ideas, within a short time they arrived at a consensus. Mrs. Knight mentioned that this group is on their second year on the committee and it has been easier since she did not have to train them on the budget or the campus improvement plan. I am proud to have the knowledge and skills to understand just what they have been through and to share in their success of our Site-Based Decision making committee.

Reflection Two: Next Steps

Remember, this is a journal entry. However, as with any scholarly writing, you should use:

  • citations from the research when applicable.

  • professional writing protocols.

  • professional language.

  • Think about your action plan from the Application assignment. What have you learned in this course about the continuous campus improvement cycle that will dictate your next steps?

  • What will be your next steps in the continuous improvement process? How will you carry the action plan forward and maintain momentum? Outline and reflect on your next steps in this process.

Type your response in the space below.

As principal of a campus who has received an AEIS report of increased student performance, I would call a special meeting to share the news and excitement with my school community. Celebrating successes is important to build positive school climate and pull the team closer together. I would have the teachers reflect on the past year and discuss what they felt attributed to our great results. In another faculty meeting we would discuss our expectations for next year. As Elmore and City shared, “It’s hard, it’s bumpy, and it takes as long as it takes” (2007), I would prepare them for a possible slump next year. Preparing teachers for a flat period will prevent them from being discouraged or disappointed next year. Next, we would collaborate to develop finer-measures to detect short-term improvements for the following year.

My action plan stated that the reading specialist will model writing lessons, and the principal will observe teachers to make instructional improvements the next year. Teachers will work in their learning communities to change or develop any practices necessary for student achievement. We will do a thorough evaluation of the learning communities making adjustments with the format if necessary. Teachers will help decide whether to continue using the textbook for writing lessons and meet with the reading specialist to refine the rubrics that were created at each grade level. We will meet with the Instructional technology specialist to share the usage report on our Gagglenet (email and message board) program. Teachers will decide if more training is needed in the use of blogs, email, and message boards, so that scheduling with the technology department can be arranged.

As principal, I would encourage my staff to be continuous learners as they research and develop their skills to make improvements in their teaching. I will present a slogan each year to motivate my teachers to improve. I like Yogi Berra’s quote, “If you don’t know where you are going, you will wind up somewhere else.” That would be the one I would choose for the coming year.

E-portfolio assignments:

At the end of this course, you should have completed the following Course-Embedded Internship Logs:

  • I-001 Vision and Campus Culture” Course-Embedded Internship Log 2

  • II-004 Curriculum, Measurement, and Alignment of Resources” Course-Embedded Internship Log 1

  • II-007 Decision Making and Problem Solving” Course-Embedded Internship Log 2

  • III-008 Budgeting, Resources Allocation, and Financial Management” Course-Embedded Internship Log 2

  • I-003 Integrity and Ethics“ Course-Embedded Internship Log 1

Continue to complete and post Campus-supervised internship reflection logs in the e-portfolio. All course-embedded and campus-supervised logs must be completed by your 11th course in the program prior to the EDLD 5398 Internship course.

Lamar University of

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