Artifact Cover Sheet Element 3.

EDAD 693 Practicum/Internship Artifact

Standard 3.0 Management of the School Organization
Element 3.4 Develop School capacity for distributed leadership
Activity: Develop, Create, and Present a Faculty Inservice for PBIS
(MILF 8.3): Community stakeholders and school partners who
readily participate in school life
Time: 14 hours
Artifact: Staff Survey for Initial PBIS training with faculty at Allegany High
School
Description: The activity here, was an inservice presented to the faculty
and staff at Allegany High School. The purpose of the in-service was to
provide staff with a basic understanding of the new PBIS model and to
create faculty buy in. I was asked to develop a presentation and materials
necessary. I spent three days last summer in training to become the coach
of the newly formed PBIS team. I spent an additional semester working with
the newly established team in the fall of 2014. For the purpose of this
practicum experience, I spent six hours working with the PBIS team to
assess and determine the training needed to get teachers involved with this
new program. I spent an additional four hours preparing a power point
outline, hand-outs, and surveys. I spent a final four hours analyzing the
data collected and preparing that information for a follow-up team meeting.
Reflection: One essential professional leadership skill for administrators is
to supervise strategies that ensure that teachers maximize time spent on
high quality instruction and students learning. This skill has never been
more important as many teachers are currently frustrated with the new Code
of Conduct on School Discipline. Many behaviors which were formerly
considered to be office managed behaviors- meaning that a teacher would
send a student to the office for detention, suspension, etc, are now
considered to be classroom managed behaviors- meaning that teachers
should handle classroom discipline. I have had the privilege of working with
our administration and a team of teachers this year to develop the new PBIS
program within our school. The time I have spent working with staff,
assessing the culture and climate of our school, addressing student needs,
and creating ideas for teacher buy in have been extremely important to my
developing skills as a future administrator. The in-basket exercised in
Leadership I and II, along with the discussion and case studies have allowed

me the opportunity to develop necessary skills and leadership style to work

collaboratively with teachers and staff. I am still developing these skills and
my own sense of leadership, but all of these experiences, along with the
instruction I have received, have been an essential part of my professional
growth.