Audrea Bankston

1. EDAP 7801 Portfolio 12/6/2008 Dr. Parish Audrea Bankston

2. Purpose • The purpose of the portfolio is to demonstrate my knowledge and application of the ELCC standards and elements. • All files are hyperlinked. Press the home icon to return to the table of contents

3. Table of Contents • Summary of Standards and Artifacts • Standard 1 • Standard 2 • Standard Pg 2 • Standard 3 • Standard 4 • Standard 5 • Standard 6 • Practicum Log • In Depth Project

4. Standard 1 • 1.3 Implement a Vision a. Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision. b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources). • 1.4 Steward a Vision a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision. b. Candidates design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision. c. Candidates assume stewardship of the vision through various methods. • 1.5 Promote Community Involvement in the Vision a. Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts. b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision.

5. Standard 2 • 2.1 Promote Positive School Culture a. Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture. • 2.1 Provide Effective Instructional Program A. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials. b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs. c. Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement.

6. Standard 2 • 2.3 Apply Best Practice to Student Learning a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment • 2.4 Design Comprehensive Professional Growth Plans a. Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals. b. Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel. c. Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning.

7. Standard 3 • 3.2 Manage Operations a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision. b. Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills. c. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities. • 3.3 Manage Resources a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. b. Candidates creatively seek new resources to facilitate learning. c. Candidates apply and assess current technologies for school management, business procedures, and scheduling

8. Standard 4 • 4.2 Respond to Community Interests and Needs a. Candidates demonstrate active involvement within the community, including interactions with individuals and groups with conflicting perspectives. b. Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics. c. Candidates provide leadership to programs serving students with special and exceptional needs. d. Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students. • 4.3 Mobilize Community Resources a. Candidates demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals. b. Candidates demonstrate how to use school resources and social service agencies to serve the community. c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.

9. Standard 5 5.2 Acts Fairly a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. 5.3 Acts Ethically a. Candidates make and explain decisions based upon ethical and legal principles.

10. Standard 6 • 6.2 Respond to the Larger Context a. Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

11. Practicum Log • The practicum log demonstrates hours completed in the various standards. Some hours completed did not produce artifacts. Log

12. In-depth Project • The pressure of making AYP has forced administrators to analyze data constantly. My in-depth project details the implementation of benchmark testing for high school juniors. Project

13. Standard 1 Element 3Implement a Vision Benchmark Testing for Juniors Artifact #1 Artifact#2 Artifact #3 It is important for a leader to implement a vision to guide the day to day practice of a school. Part of the vision of FPHS is to implement data driven instruction. I supported this task by creating a template and an example of an instructional focus calendar. The purpose of the calendar is to monitor our plan of remediation. Also, I served as the administrator of Edusoft, the in house benchmark software. As the administrator, I trained the teachers, served as a technical contact and performed data analysis. My artifact is an instructional calendar and a copy of the training materials I used. Also, I have a copy of the CRISS training I received to improve instruction.

14. Standard 1 Element 4Steward a Vision Benchmark Data for GHSGT Test Artifact Once a vision is created, it is important as a leader to develop means to carry out the vision. As a steward of the vision, I created data analysis reports using Assesstrax and Edusoft. Once the analysis was completed, I communicated the results to the instructional team to create a remediation plan for instruction. My artifact is a data report.

15. Standard 1 Element 5 Promote Community Involvement in the Vision AYP Data at Parent Night Artifact It is important for a leader to implement a vision to guide the day to day practice of a school. Part of the vision of FPHS is to implement data driven instruction. I supported this task by creating a template and an example of an instructional focus calendar. The purpose of the calendar is to monitor our plan of remediation. Also, I served as the administrator of Edusoft, the in house benchmark software. As the administrator, I trained the teachers, serve as a technical contact and performed data analysis. My artifact is a copy of the AYP PowerPoint.

16. Standard 2 Element 1Promote Positive School Culture AYP Data at Parent Night Artifact A sense of community comes with sharing. A leader must share all tangible information with stakeholders. To promote community involvement of the vision, I presented the AYP data during parent night. Parents reviewed pass data and were notified of our target. The PowerPoint was created by me, which is displayed as my artifact.

17. Standard 2 Element 2Provide Effective Instructional Program School Improvement Plan Artifact A leader must know the expectations of the county. In an effort to collaborate with other professionals, I facilitated a workshop to brainstorm on strategies to increase scores in geometry. My artifact is a copy of the PowerPoint.

18. Standard 2 Element 3Apply Best Practice to Student Learning Informal Observations Math Monday Focus Meetings Artifact #1 Artifact #2 Supervision is important in building a teacher professionally. A leader must collect data to assist in growing teachers. To apply best practices in student learning, I frequently observed teachers and created weekly focus topics for discussion. Teachers receive at least two visits per week from the Administration team. I assisted in the observations. My artifact is a copy of an observation and a copy of a planning agenda.

19. Standard 2 Element 5 Design Comprehensive Professional Growth Plans Professional Growth Plan Artifact Once an area of growth is identified, a leader must plan to assist a teacher. Professional action plans were created for teachers that need additional support. The data was gathered through informal observations. My artifact is a copy of a professional growth plan that was submitted.

20. Standard 3 Element 2 Manage Operations Master Schedule Team Artifact#1 Artifact#2 As a leader it is important to have knowledge of the class offered, the class size and ensure that the instructional needs are met for students. As a member of the master schedule team, I created class matrixes of departments and I created class schedule of students. My artifact is a picture of the AS400 Master Scheduling screen and a course request form.

21. Standard 3 Element 3 Manage Resources Math Department Resource Artifact Allocation of money ensures the necessary resources are purchased. As a leader it is vital to ensure money is not wasted. In managing resources, I created a budget for the math department and I also ordered materials. My artifact is a copy of an emailed resource request .

22. Standard 4 Element 2 Respond to Community Interests and Needs Saturday Math Academy Training. Artifact In an effort to keep the community informed about available resources, school leaders must host community forums. I created and facilitated a PowerPoint to assist parents in finding resources to assist students in homework. My artifact is a copy of the PowerPoint.

23. Standard 4 Element 3 Mobilize Community Resources Business Partners Artifact Outside resources are important in sustaining community involvement. A leader must create liaisons with the community to provide employment for students and provide career educational opportunities. In an effort to assist in mobilizing community resources, I assisted in mailing letters to potential business partners. My artifact is a list of businesses.

24. Standard 5 Element 2 Acts Fairly Discipline Artifact Artifact Ensuring all rules are followed during the school day is vital. A leader has to ensure students receive consequences for misbehavior. I assisted in discipline students, tardy sweeps and random searchers. My artifact is a copy of a discipline referral.

25. Standard 5 Element 3 Acts Ethically Testing Ethics Artifact Ensuring all rules are followed during testing is vital. A leader has to ensure all testing Scores are valid. To ensure testing ethics, I assisted the testing administrator in completing testing irregularities. My artifact is a copy of the spreadsheet. Due to confidentiality, I submitted a blank form.

26. Standard 6 Element 2 Respond to the Larger Context Gang Awareness Video Viewing Plan Artifact. In effort to curve gang violence in our county, school leaders had to create a plan of action so students can view a mandated video. A leader must be aware of issues in the community and assist in disseminating information to students and parents. I was charged with carrying out the request in the memo. My artifact is a copy of the memo.

27. Acknowledgments I would like to thank the Administrators at Forest Park High School for affording me the opportunity of learning the day to day practice of the leadership team.