Educational Leadership Internship: A Summative Assessment

1. Educational Leadership Internship: A Summative Assessment Ishan Z. Malik Georgia State University EPEL 7680 Dr. Jami Berry, Professor December 5, 2008

2. Introduction • This year has been profound and enlightening to learn the aspects of leadership in an educational organization. • In addition, this process has been tiresome and challenging because of the long hours of class and completing assignments. • However, meeting my classmates, professors, and leaders through my internship have been rewarding.

3. Purpose to Obtain L-5 Certification • Educational goal • Marketability • To learn and understand leadership & leading an educational institution • Broaden experiences in leadership • Required qualification for leadership

4. Overview of Personal Philosophy of Leadership • A few characteristics of leasers are charisma, inspirational, intelligence, and compassion • Leader need to influence, inspire, stimulate, and empower the organization to accept the goals and vision of the organization • Leader’s need co-leaders who can help advocate the vision to members of the organization • Leader should have the ability to foresee problems that might arise in the organization and prevent them from happening • Leader must be assertive and a critical problem solver

5. Overview of Coursework • School Profile Study • Authentic Leadership • Examine and create a vision and mission statement for an educational institution • Philosophy of Leadership • Review case studies of legal issues and leading an educational institutions • Examine Human Resource issues • FTE and Salary Budgets • Classroom Observations • Analyze two schools AYP data • Examine curriculum and instruction • Critique Journal Articles • Examine GAPSS • Leadership discussions

6. Data Analysis Leader • Demonstrates the ability to lead teams to analyze multiple sources of data to identify improvement needs, symptoms and root causes. • Assisted the leadership team with writing and analyzing the school achievement plan • Assisted the teaching & learning specialist with writing a GHSGT achievement plan based on previous test data • Assisted the assistant principal with analyzing End-Of-Course Test results per teacher in small learning community • Assisted testing coordinator with the administration of GHSGT & EOCT • Analyzed & graphed instructional review reports of each teacher students achievement

7. Curriculum, Assessment, Instruction Leader • Demonstrates the ability to implement a systems approach to instruction in a standards-based environment prioritizing curriculum standards, developing aligned assessments and planning instruction to improve student achievement. • Coordinate professional development workshops for HTM Small Learning Community • Coordinate Interdisciplinary/Thematic Units • Plan and meet with personnel from the High School Transformation Office & National Academy Foundation (NAF) regarding curriculum, teaching, and learning • Developed a mathematics instructional plan • Developed weekly assessment mathematics problem for EOCT and GHSGT mathematics teachers • Observe teachers in the HTM Small Learning Community • School Achievement Plan

8. Performance Leader • Demonstrates the ability to strategically plan, organize and manage school systems and processes necessary to improve student achievement. • Organize plans and implement small learning community domains • Assisted assistant principal with determining grade level teammates • Attend and participate in leadership team meetings • Attend and participate in small learning community development meeting coordinated by the High School Transformation Office • Observe HTM teachers informally

9. Operations Leader • Demonstrates the ability to effectively and efficiently organize resources, processes and systems to support teaching and learning. • Assist with monitoring student movement during the transition of classes • Collect and distribute materials to teachers • Create surveys for teachers

10. Relationship Leader • Demonstrates the ability to identify and develop relationships among customer and stakeholder groups and communicate school goals and priorities focused on student learning. • Create HTM Small Learning Community Quarterly Newsletter • Collaborate with students with the development of a HTM brochure and rack cards for advertising small learning community • Attend leadership team meetings, High Transformation Office representatives team meetings, NWREL team meetings

11. Process Improvement Leader • Demonstrates the ability to identify and map core processes and results to create action plans designed to improve student achievement. • Attend leadership team meetings, High Transformation Office representatives team meetings, NWREL team meetings to develop and create tutorial program and personalize instruction • Coordinate Interdisciplinary Unit Curriculum Night • Meet with students regarding concerns and ideas for improving small learning community

12. Change Leader • Demonstrates the ability to drive and sustain change in a collegial environment focused on continuous improvement in student achievement. • Organize and assist other lead/designated teachers to conduct professional development meetings regarding the transformation to small learning communities • Attend leadership team meetings, High Transformation Office representatives team meetings, NWREL team meetings regarding Douglass High transforming to small learning communities

13. Learning and Development Leader • Demonstrates the ability to guide the development of professional learning communities to develop leaders at all levels of the organization. • Co-lead, support, and plan with teaching & learning specialist and the assistant principal activities regarding student achievement • Assisted the counselor and assistant principal with Senior Certification Night

14. Lessons Learned from Internship • Main lesson I learned - successful leadership in any organization is not the sole responsibility of the leader, but due to the leader’s abilities to influence, inspire, stimulate, and empower the organization members to buy into the vision and mission to achieve the desired goals. • I have gained a better understanding of each GLISI roles of leadership and how I can maximize my leadership responsibilities to encompass components of each role. • Each experience related to the GLISI role has elevated my understanding of the expectations of leaders to drive student achievement and school performance.

15. Career & Educational Plan • Apply for a teacher-leader position such as a model teacher leader or instructional coach within 1 to 2 years • Pursue a Doctorate of Education degree • After completion of a Doctorate of Education degree, apply for a principal position of a middle or high school • Ultimately, pursue a Deputy Superintendent of Curriculum & Instruction position