SUMMATIVE ASSESSMENT

1. Angelia A. Cameron Rockdale Cohort, GSU, 2008 for Practicum InternshipEPEL 7680 SUMMATIVE ASSESSMENT

2. Performance Leader Demonstrates the ability to strategically plan, organize, measure, monitor, and manage school systems and processes necessary to improve student achievement. COURSEWORK: • School Profile Study • Compared School Goals of several local schools • Reading of Classroom Textbooks • Explanations of a leaders role in managing a school system by several Educational leaders serving as AP, Principal, and Program Director’s. INTERNSHIP: • Observed the interview process • Assisted in the interview process at a Teacher Job Fair • Conducted several interviews and recommended a candidate • Completed schedules of Paraprofessionals

3. As a Performance Leader, Hiring exceptional teachers is one major key in producing a successful school. This year has reiterated the importance of hiring quality teachers. When classrooms have excellent teachers that can manage classroom behavior and teach the given curriculum in a way that all students are successful then the school as a whole will be successful. During the process of placing Para Professionals in positions, I came to the realization on how complicated and important this role is. It is imperative that adults are placed where they will benefit the students the most. This in tells getting to know your Para Professionals strengths and weaknesses and placing them accordingly. Also, having an open door where people feel they can come and talk with you helps with process.

4. Operations Leader Demonstrates the ability to effectively and efficiently organize resources, processes, and systems to support teaching and learning. COURSEWORK: • Classroom discussions by actual Principal's and other leaders in the day-to-day functioning of a school • Case studies • Reviewing a research paper on substitutes and their effects on the school budget INTERNSHIP: • Hall Duty • Monitoring grade level assemblies and school-wide functions • Ensuring that students with special needs have required accommodations • Spending funds for the Special Education Department

5. As an Operations Leader, “Sweat the small stuff” is a quote from my current principal that at first I didn’t understand. After several hours of managing teenage, emotional behavior on a large scale I understand this quote. It is important for administration to be very aware of the day to day operation and knowing the “small stuff” is an important factor. This past year I was fortunate to use funds to purchase items for our department that we desperately needed in order to operate the classroom and school in a proficient manner. Here are some of the items that have been acquired in our department since I became department head: plenty of paper for all teachers, a supply cabinet that is filled with dry erase markers, art supplies, envelopes, pens, pencils, glue and other supplies that make it easier to teach; a NICE copy machine along with repairing the two “old” copy machines for use and a procedure to acquire the laptops and projectors that had previously been purchased for our department. I also have other supplies that we are currently waiting for such as another printer, a massive shredder for IEP paperwork and other needed items.

6. Data Analysis Leader Demonstrates the ability to lead teams to analyze multiple sources of data to identify improvement needs, symptoms, and root causes COURSEWORK: • School Profile of my current school • Review of case studies • Classroom discussions regarding programs implemented to address identified weaknesses • Critique of 5 school district websites INTERNSHIP: • Analyzed student data / test scores for the purposes of identifying “at risk” students • Reviewed CRCT test scores on upcoming 9th graders to identify areas of need • Review of several school improvement plans • Review of discipline data of students with disabilities

7. As a Data Analysis Leader, I believe that data review is a way for school leaders to regroup and see the big picture. When you are among the trees on a daily basis, it is often difficult to step back and view the entire forest and data analysis helps you complete this important task. During the process of identifying students with low test scores in Math, we were able to see the amount of students that would require additional assistance in this subject. As a result we were able to place Resource teachers and Para Professionals in certain classrooms that would benefit these students the most. After a review of the success/failures of these same kids it was shown that more help was needed. During a subsequent meeting of the findings, teachers volunteered to stay after school and currently we have an ongoing tutoring in Math Monday through Thursday that is open to any student. During the process of reviewing data of students with disabilities discipline records we’ve come up with the current plan: SWD will have an IEP scheduled to review the Behavior Intervention Plan at or about that student’s 5th day of suspension. Although this plan needs improvement, it is a start to a current problem that is being addressed.

8. 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. COURSEWORK: • Observation of interaction among stakeholder groups during district level board meetings • Evaluated data placed on a variety of school websites • Classroom discussions: human resources, interviews, surveys, focus groups • Class readings • Journal Article critiques INTERNSHIP: • Notified parents of SWD of county parent meetings • Handling disputes or disagreements among parents and school staff • Answering phone calls with questions regarding the Special Education program • Taking an active role in the community to expel the negative image that SWD often have

9. As a Relationship Leader, Newton County does an excellent job of developing programs and meetings that can educate parents with SWD and provide support. One of the jobs that I have is the correct distribution of information to the parents. All phone calls that deal with Special Education are directed towards me at the school level. I answer many questions that range from the overall program and special education law to a specific class or disability. If I’m not 100% sure of the answer I will refer them to the correct person or get back with them with the correct answer. I also take all phone calls and personal visits of parents that are upset about their child’s educational experience. I am quite good at calming them down so that I can hear and understand their frustration and then coming up with a way to resolve the problem. The last thing mention that I do as a relationship leader is to try and change the misconceptions about students with disabilities. It is often misconstrued that all students with disabilities will graduate with a Special Education Diploma when the fact is that over 80% of SWD are in the Regular Education Diploma tract. I feel that it is my duty and responsibility to try and get correct information out to the public whenever possible.

10. Curriculum, Assessment & Instruction Leader Demonstrates the ability to implement a systems approach to instruction in a standards-based environment by leading collaborative efforts to prioritize curriculum, develop aligned assessments, and plan instruction to improve student achievement. COURSEWORK: • Personal curriculum study on the Direct Instruction • Curriculum study presentations by peers • Educational leadership article reviews on curriculum, instruction, and assessment • Read 3 University textbooks directly related to curriculum INTERNSHIP: • Introduced to a variety of curricula • Aided in ensuring that SWD received their accommodations during testing • School improvement Plan participant • Participated in the current Math I Curriculum book adoption.

11. As a Curriculum, Assessment & Instruction Leader, During the course of study in the Leadership program, I’ve acquired more knowledge in Curriculum as a whole. The process and importance of choosing the right curriculum is an extremely complicated and important process in any school. The implementation can be just as critical in the process of delivering curriculum to students. Assessment, which I feel we do way too much of, is a part of education that is made important to the student due to the ramifications of the results. Do not pass the GHSGT and you do not graduate. SWD must, by law, receive their accommodations correctly which can be a very daunting task. Also, one has to make sure that the accommodations are within the guidelines of the test or the student would not receive credit. During the process of choosing Math I books, the Special Education Department met and reviewed the possible books. I directed a discussion on the pros and cons of each book as it pertains with SWD and others who have difficulty in Math.

12. Process Improvement Leader Demonstrates the ability to identify and map core processes and results to create action plans designed to improve student achievement. COURSEWORK: • Article journal responses and critiques • Classroom textbook readings • Classroom Case Studies and discussions INTERNSHIP: • Participation in the SACS Review • Managed the special education teacher groups to improve student progress • Data analysis of SWD who are currently failing classes

13. As a Process Improvement Leader, Participation in a school’s SACS review was one of the scariest activities that I did. I was on a panel for the SACS review committee to ask question about the school. During this interview, I had to explain how the Special Education department participates in the given topics. The school’s strength’s and weaknesses were identified and changes were made in the school’s improvement plan which reflected the results of the review. After the first 9 wks report cards, I identified all SWD disabilities who were failing two or more classes. Then a second list was conducted of SWD failing one class. All students that were identified were met on by the teachers, special and regular, and parents were notified by two separate methods. A committee was formed to develop an action plan to monitor the listed students for the remainder of the semester.

14. Change Leader Demonstrates the ability to drive and sustain change in a collegial environment focused on continuous improvement in student achievement. COURSEWORK: • Classroom discussions on successful implementation of change • Textbook and journal readings which demonstrated successful change implementation • Research PowerPoint project on Downey’s Three Minute Classroom Walk-throughs INTERNSHIP: • The liaison of information regarding the change in the IEP forms and paperwork. • Explained the change in the current High School Graduation criteria • Attended all IEP meetings of upcoming 9th graders to explain the current changes that were taking place

15. As a Change Leader, This past year Newton County changed the format of the IEP on Semsnet. This change was made right before IEP season and was met with severe anxiety among Special Education teachers. I conducted several training sessions that was broken down in small increments so that teachers could get the information within the school day. Several meetings were conducted to discuss the change on the new requirements for graduation and how these changes would affect SWD. As the department head it was/is my responsibility that all teachers fully understand the requirements. As a change leader, I attended all IEP meetings with upcoming 9th graders so that I could answer any question regarding the new graduation requirements and how this would personally affect their student. I also was able to explain how the high school environment would be different to their current environment and as a previous middle school teacher I did this affectively.

16. Learning & Performance Development Leader Applies proven, systematic processes for improvement through analyzing human performance; planning for improvements; and designing, developing and supporting implementation of solutions to close performance gaps. This leader helps individuals make full use of their strengths toward personal and organizational goals and works to create a collaborative teaching and learning organization which develops leaders at all levels. COURSEWORK: • Classroom discussions on developing leaders within a school, creating collaboration between teachers, and designing effective professional development • Classroom textbook readings • Completed and reviewed a survey on professional development INTERNSHIP: • Conducted two Professional Development classes: Mindset • Developed and conducted weekly PLU meetings • Discussed improvements with the current training on transitional plans

17. As a Learning & Performance Development Leader, I was able to become a trainer in Mindset, which is a way to manage aggressive behavior in the least restrictive way. I have currently taught two classes to teachers and paraprofessionals in Newton County. These methods, when used correctly, enable a teacher to control aggressive behaviors without fear of harming a student and then continues to teach how to teach students to avoid the aggression in the future. Another responsibility that I have is to ensure that Professional Learning Units are being conducted on a weekly basis. I have done this by first conducting surveys and interviews so that I can establish need. I also learned that by other teachers sharing their knowledge, most needs have been met which make the department a stronger unit. Transitional Plans are an important step in a high school student’s education plan and we often receive the same training on a yearly basis. After hearing many complaints on the waste of time during these sessions, I asked for and received an audience with the person in control of the training. During this discussion I suggested ways to improve the training that would benefit the teachers the most and she was extremely willing to change her format. We made additional meetings to continue to discuss the change.