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Goal #1: Provide new teachers with a more consistent, comprehensive evaluation and more targeted professional development

Evaluation: Teacher growth (obtained from observations) and staff perception data
Key Standards: 2.5, 2.22, 2.27, 2.28. 2.34, 2.39, 2.41, 3.16
Date
9/14/15

Time
2 hours

Activity
Review of lesson plans

Standards
2.2, 2.4, 2.5, 2.16,
2.22, 2.27, 2.28,
2.34, 2.39

Reflection
I reviewed lesson plans for the Social Studies department and select electives.
I provided suggestions to the new teachers about the need for studentcentered learning, checks for understanding, literacy, and rigor. A focus was
placed upon CCSS and preparation for the SAT.

9/23/15

1 hour

Social Studies vertical team


meeting (Teachers #1, #4)

2.2, 2.14, 2.16,


2.22, 2.27, 2.28,
2.39, 3.16

Met with the new Social Studies teachers and the Social Studies Instructional
Specialist. We discussed the observation process, rigor on assessment,
project-based learning, and an upcoming initiative to write to the Governor.
Overall, the new teachers seemed our expectations and the departmental
focus.

9/28/30

2 hours

Informal classroom
observation and postobservation conference
(New Teacher #1)

2.2, 2.5, 2.8, 2.16,


2.27, 2.28, 2.39,
2.41, 3.16

I observed and completed an informal evaluation for one of our new teachers
in the building. At the end of the day, I met with the teacher and discussed
the need for classroom organization, clear expectations, behavior
interventions for the classroom, and the need for checks for understanding.
Ensuring grades are recorded in the gradebook in a timely manner was also a
focus. Based upon the needs found from the informal observation, the teacher
was scheduled to observe a veteran teacher in the building and set to discuss
his observation with his Instructional Specialist. I emailed a summary of the
meeting to the teacher. The teacher stated that he felt overwhelmed. I think
that these suggestions will assist him greatly.

9/29/15

1 hour

Reviewed final exams

2.2, 2.4, 2.5, 2.6,


2.16, 2.27, 2.28,
2.34, 2.39, 3.16

I met with the social studies instructional specialist to make comments to one
of the social studies unit exams. We discussed the need to have higher DOK
level questions, more connections to the present, and the need to incorporate
more literacy. This was very beneficial, as she will be addressed these topics
with her team at their next meeting.

10/1/15

2 hours

Informal classroom
observation and postobservation conference
(New Teacher #4)

2.2, 2.5, 2.8, 2.14,


2.16, 2.27, 2.28,
2.39, 2.41, 3.16

I observed one of our new elective teachers. At the end of the day, we met
for a post-observation conference. I explained our evaluation tool, which is
based upon the 5D+ framework. I also provided her with feedback from my
observation. She was excellent at engaging students and chunking rigorous
content. I suggested she differentiate her instruction for visual learners and
incorporate more group work in the future. She was receptive. I emailed a
summary of my observation and our meeting. We also planned for
instructional rounds with her and her mentor teacher. This was a very
positive interaction and I expect to see growth on her formal observation.

10/1/15

0.5 hours

Social Studies Planning Day 2.2, 2.4, 2.16,


(Teachers #1, #4)
2.22, 2.27, 2.28,
2.34, 2.39, 2.41,
3.16

I met with the Social Studies department during their full day of professional
development. We revised unit tests based upon Webbs depth of knowledge.
Our new teachers gained exposure with creating common, rigorous tests.

10/5/15

1.5 hours

Informal classroom
observation and completion
of observation form (New
Teacher #1)

For one of our new Social Studies teachers, I followed up the instructional
rounds and first observation with a second observation. The same classroom
management issues persisted, as did the lack of clear directions to the
students. The lesson was not cohesive and there was no clear objective. In
addition to instructional rounds, I feel that more support is needed.

2.2, 2.5, 2.8, 2.16,


2.28, 2.39, 2.41

10/6/15

0.5 hours

Post-Observation
Conference (New Teacher
#1)

2.2, 2.5, 2.8, 2.16,


2.27, 2.28, 2.39

In the post-observation conference with this new teacher, I discussed the lack
of cohesiveness of the lesson. His process for planning was discussed and it
appeared as though he had little experience planning lessons. We scheduled a
time to plan together. We also discussed his instructional rounds visit and
discussion with another teacher. I emphasized the need for classroom
management and assessments for his students. I feel that the teacher is open
to suggestions and help. Hopefully, planning together will yield positive
results.

10/6/15

1.5 hours

Informal classroom
observation and completion
of observation form (New
Teacher #2)

2.2, 2.5, 2.28, 2.39

I observed a lesson from one of our new Social Studies teachers on the
importance of specific civil war battles during the civil war. I noticed that
there was a disconnect between her expectations and the students behavior.
There was an effort for guided practice, but peer collaboration was stifled.
Also, the learning objective did not match the lesson at hand. I noticed that
she certainly puts thought into her lessons, but could benefit from suggestions
and support.

10/7/15

0.5 hours

Post-Observation
Conference (New Teacher
#2)

2.2, 2.5, 2.27,


2.28, 2.39, 2.41,
3.16

I met with out new Social Studies teacher. She acknowledged that her lesson
did not go according to plan. We identified another teacher in the building
that she would like to observe. I scheduled a time for her to visit and a time
with which to discuss with the Social Studies Instructional Specialist. We
focused on three areas of improvement: 1) emphasizing learning objectives
that are aligned to the lesson, 2) developing procedures and interventions to
ensure classroom engagement, and 3) using peer collaboration, circulation,
and reporting out for rich checks for understanding. She was very receptive
and I believe that she will do well with the suggestions.

10/8/15

1 hour

Lesson planning (New


Teacher #1)

2.2, 2.4, 2.5, 2.16,


2.22, 2.27, 2.28,
2.39

I worked with one of our new teachers on lesson planning. He was


experiencing difficulty structuring his lessons. I assisted him with narrowing
his objective. We developed bellwork with specific answers we were
seeking. The bellwork served as a springboard to the lesson. Group work the
centerpiece of the lesson with students summarizing and applying the
knowledge to higher order thinking questions. We also developed a process
for closure that connected this lesson to the next lesson. Overall, the teacher
seemed receptive to the fact that procedures are essential, directions must be
clear, the intent for all aspects of the lesson must be considered, and literacy
must be present.

10/15/15

1.5 hours

Informal classroom
observation and debriefing
(New Teacher #1)

2.2, 2.5, 2.8, 2.16,


2.28, 2.39, 2.41,
3.16

I performed a third operation on one of our new teachers who has been
struggling with lesson planning, and classroom management. I observed a
lesson of his about one week after I planned a lesson with him and after he
had the opportunity to observe and debrief with a veteran teacher. Classroom
management concerns persisted, as did a general lack of procedures and
clarity. There was an effort to implement student-centered learning and peer
collaboration. After the observation, I spoke with him about how to structure
his peer collaboration so that higher order thinking is occurring. This
observation and discussion represents a small step in the right direction, yet
there is still much room for improvement.

10/19/15

1.5 hours

Informal classroom
observation and completion
of observation form (New
Teacher #3)

2.2, 2.5, 2.28, 2.39

I observed a lesson for one of our elective teachers. During the lesson,
students were working in small groups and eventually presented individually
on current events they found. The teacher initiated brief discussions on
certain current events. Overall, the lesson went well. The classroom was
well managed and there was a strong rapport with students.

10/21/15

1.5 hours

Informal classroom
observation and completion
of observation form (New
Teacher #4)

2.2, 2.5, 2.14,


2.28, 2.39

I observed one of our new elective teachers for the second time. I previously
presented her with suggestions on differentiating instruction and using group
work in her lessons. During this observation, I witnessed her differentiate
instruction through addressing auditory and visual learning. She utilized
videos, songs, and graphic organizers. There was still limited peer
collaboration. She is a strong teacher, but could use an example of how to
organize group work.

10/21/15

0.5 hours

Post observation conference


(New Teacher #4)

2.2, 2.5, 2.8, 2.16,


2.27, 2.28, 2.39,
2.41, 3.16

I met with one of our new elective teachers to discuss her second classroom
observation. I commended her on her differentiated instruction and make a
few recommendations: 1) use collaborative groups so that students can teach
one another while you circulate 2) have students report out and use random
calling rather than shouting out. This excludes students and does not give as
rich of a check for understanding. She was receptive and we scheduled a time
for her to observe these two areas in the classroom of a veteran teacher.

10/21/15

0.5 hours

Post observation conference


(New Teacher #3)

2.2, 2.5, 2.27,


2.28, 2.39

I held a post observation conference with one of our elective teachers. We


discussed powerful practices and areas of improvement. I recommended 1)
that the lesson plan reflects the lesson being delivered, 2) the objective be
posted and emphasized, and 3) student partnerships be used to discuss
contentious aspects of current events to promote critical thinking skills. The
teacher was receptive. I believe he is an effective teacher and will make these
tweaks to his planning and instruction.

10/23/15

1 hour

Creation of classroom
website expectations

2.6, 2.20, 2.27,


2.29, 2.31, 2.32,
2.38, 4.7

At a district technology meeting we discussed the need for consistency with


our use of Edline, our content management system. We decided that all three
district buildings would require staff class sites to 1) have course descriptions
2) provide teacher contact information and 3) list weekly assignments and
class news on the calendar. I created a document detailing these expectations
for new staff, including pictures of exemplar class sites.

11/3/15

4 hours

Marzano Professional
Development

1.10, 1.12, 1.26,


2.2, 2.4, 2.5, 2.8,
2.14, 2.16, 2.22,
2.27, 2.28, 2.34

Prepared and led a professional development to the staff on the Marzano


framework. I introduced them to high yield instructional strategies, the shift
to student-centered learning, six essential strategies, and much more. Overall,
the teachers were receptive.

11/4/15

1 hour

Discussed interventions
with new teacher (#4)

2.3, 2.5, 2.14,


2.18, 2.21, 2.25,
2.34, 2.41

I reviewed grades with one of our new teachers. I provided her with
interventions that could improve student performance. She was receptive.
Based upon my suggestions, she developed a parent letter to send home to the
parents of failing students. I edited the letter, which described expectations
and opportunities for improvement.

11/6/15

1 hour

Mediated grade dispute

2.8, 2.10, 2.21,


2.27, 2.28, 2.39

I met with a student who claimed that her assignments were being lost and not
entered into the gradebook by one of our new teachers. I discussed the issue
with the teacher. He admitted that he was unsure of the location of the
papers. I provided him with strategies on organization and grading. I
developed a plan where the student would be excused from some assignments
and would be given classroom time to complete others. The parent of the
student was notified. The teacher seemed open to new organization
strategies, which will hopefully halt future issues.

1/13/16

1.5 hours

RR Meeting

1.8, 1.15, 1.26,


2.1, 2.2, 2.14,
2.18, 2.21, 2.25,
2.31, 3.2, 3.7,
3.17, 3.23, 3.32,
4.10, 5.21

Gathering information and met with the District Special Education Director,
our new mathematics special education teacher, our ninth grade mathematics
teacher. We discussed strategies to assist our ninth grade special education
students. They were disproportionately failing their math course. We
decided to offer additional office hours, collaborate more on modifications,
and contact parents.

1/19/16

1 hour

Social Studies Vertical


Team meeting

1.24, 2.4, 2.5,


2.16, 2.22, 2.25,
2.32, 2.34, 2.38

Attended the Social Studies vertical team meeting. Discussed the use of Data
Director to create assessments with vetted items. We also discussed PSAT
data driving action plans and the six Marzano strategies discussed at our most
recent professional developments. This meeting resulted in our two new
teachers understanding the district stance on data and instructional strategies.

1/19/16

1 hour

Informal classroom
Observation (Teacher #2)

2.2, 2.4, 2.5, 2.6,


2.14, 2.25, 2.27,
2.28, 2.34, 2.39

I observed a Social Studies lesson for one of our new teachers. The lesson
was on Mesoamerica. The lesson featured a great graphic organizer in which
the critical content was identified. Classroom management was a bit of a
concern, as was the depth of knowledge of some of the content.

1/20/16

1.5 hours

Informal classroom
observation and debriefing
with second year teacher

2.2, 2.4, 2.5, 2.6,


2.14, 2.25, 2.27,
2.28, 2.34, 2.39

Observed one of our second year social studies teachers. His lesson did
incorporate literature and included current events that are relevant to the
students. I emphasized that a bridge from the historical content to the current
events would get students excited about the historical knowledge as well. His
classroom management was exceptional. I also suggested that he implement
more checks for understanding and group work. He was receptive to the
suggestions.

1/20/16

0.5 hours

Post-observation conference
with teacher #2

2.4, 2.5, 2.6, 2.8,


2.16, 2.22, 2.27,
2.28, 2.39, 2.41

Discussed classroom management and procedural changes that can make the
class period run smoother. We also discussed the effective implementation of
some of the Marzano strategies presented at the professional development. I
emphasized that we need to increaser the level of rigor and move away from
map memorization. She seemed receptive and is demonstrating improvement
in her teaching strategies.

1/27/16

2 hours

Social Studies and


Mathematics Planning Day

1.3, 1.7, 1.12,


1.24, 2.2, 2.5, 2.6,
2.25, 2.28. 2.34,
2.36, 2.38, 2.41,
3.16

I spent time with the Social Studies teachers and Mathematics teachers
developing action plans for the eleventh grade students. We identified
questions with low proficiency on the PSAT exam, linked the questions to
standards/skills, and identified strategies to implement in the classroom. We
began to formulate a plan as to how we will tackle these high priority skills
before the SAT exam in April. Teachers initially were not pleased with
revamping the curriculum maps, but they are slowing buying into the idea of
using the data to prepare students for the SAT and to address their
mathematics misunderstandings.

1/29/16

1 hour

Mathematics Planning Day

1.3, 1.7, 1.12,


1.24, 2.2, 2.5, 2.6,
2.25, 2.28. 2.34,
2.36, 2.38, 2.41,
3.16

Met with the mathematics teachers to discuss their progress for their ten-week
action plan we started on Wednesday. The plan included focal points,
resources, sample questions, technology, and a definitive timeline. I also
spoke to the mathematics instructional specialist regarding the progress of the
action plan and how to support it with additional resources and techniques.

1/29/16

0.5 hours

Action Plan

1.3, 1.7, 1.12,


1.24, 2.2, 2.5, 2.6,
2.25, 2.28. 2.34,
2.36, 2.38, 2.41,
3.16

Compiled MSTEP data for the science department for their ten-week action
plan. I also spoke to the main eleventh grade chemistry teacher about the
rationale behind the plan, using it in conjunction with curriculum maps, and
how to incorporate writing as well. The meeting went well and she seemed to
have a better understanding of the map and how to seek help from her
instructional specialist going forward.

2/3/16

1 hour

Classroom Observation
Teacher #1

2.2, 2.4, 2.5, 2.6,


2.14, 2.25, 2.27,
2.28, 2.34, 2.39

I observed a history class taught by one of our first year teachers, who has
been struggling with classroom management. School policies, involving cell
phones and tardiness, were not being enforced. Bellwork lasted for over
thirty minutes and evolved into a discussion on several broad topics about
disparities in the United States. Students raised several valid arguments, but
the discussion was not facilitated well and there were not effective formative
assessments. I scheduled a post-observation conference with the teacher.

2/3/16

1 hour

Vertical Team Meeting

1.24, 2.4, 2.5,


2.16, 2.22, 2.25,
2.32, 2.34, 2.38

Met with the District Curriculum Director to discuss some concerns about the
format and components of the SAT action plans. I then attended a vertical
team meeting with two of our new mathematics teachers and the Mathematics
Instructional Specialist. We clarified the need for Common Core State
Standards, PSAT samples items, and DOK levels in the action plans.

2/4/16

1 hour

Social Studies Action Plan

1.3, 1.7, 1.12,


1.24, 2.2, 2.5, 2.6,
2.25, 2.28. 2.34,
2.36, 2.38, 2.41,
3.16

Met with the Social Studies Instructional Specialist about the creation of a
standard based pretest to identify weak areas. I also met with two of the
social studies teachers to discuss the implementation of writing prompts and
the creation of the action plan.

2/5/16

1.5 hours

Completion of Evaluation
and Post-Observation
Conference

2/5/16

0.5 Hours Met with Social Studies


Teacher

Total

40 hours

2.2, 2.4, 2.5, 2.6,


2.14, 2.25, 2.27,
2.28, 2.34, 2.39

Using our observation tool, I completed an informal observation of the social


studies teacher I observed the day before. After evaluating the lesson and
reviewing the lesson plans, we met for a conference. I stressed the need for a
more concrete structure to the lesson, more intentional discussions, the
enforcement of school policies, and for better time management. The teacher
was receptive, took notes, and agreed to have more thorough and detailed
lesson plans to me the next day.

2.2, 2.4, 2.5, 2.6,


2.14, 2.25, 2.27,
2.28, 2.34, 2.39

Met with one of the social studies teachers to discuss the action plan for the
next week. We discussed the infusion of literacy, a potential pretest, and
mini-lessons. I emphasized that her and her co-teacher must have consistency
with the action plan. She stated that she would coordinate with the other
teacher.

Goal #2: Provide behavior & academic interventions that enable students to make better choices and become more successful academically

Evaluation: Comparison of discipline data and grades


Key Standards: 1.26, 1.27, 3.2, 3.3, 3.9, 3.15, 3.17, 3.23, 3.30, 3.32, 3.33, 5.15, 5.19, 5.21, 5.22
Date
9/8/15

Time
2 hours

Activity
Behavior expectations
presentation

Standards
1.10, 1.12, 1.15, 1.26,
2.18, 2.25, 3.3, 3.23,
3.30, 3.33, 5.15, 5.19,
5.21

Reflection
Created behavior expectations presentation for teachers to deliver in
special homerooms and spoke to the staff about their role. This process
was rewarding. I analyzed the data from the 2014 2015 school year,
reviewed our presentation to students from last year, and collaborated with
the other building administrator for this process. I was able to obtain staff
buy-in, crystalize expectations for our students, and provide suggestions
for how to be successful this school year.

9/11/15

1 hour

Met with Rising Stars

1.10, 1.12, 1.15, 1.26, Working with students who we have identified as at-risk behaviorally is
2.18, 2.20, 2.25, 3.30, always a rewarding experience. It is very important that interventions, not
4.5, 4.7, 4.10, 5.22
only consequences, are provided. Contacting their parents and following
up with them regularly is essential in assisting them in being successful
academically and behaviorally.

9/16/15

1 hour

Senior class meeting

1.6, 1.12, 1.15, 1.26, I planned and participated in a senior meeting about the opportunities
2.3, 2.11, 2.18, 2.25, afforded by SVSU, the expectations for the year, and their upcoming
2.28, 2.35, 3.2, 3.3,
events.
3.15, 3.23, 3.29, 3.30,
3.31, 3.32, 3.33

9/17/15

1 hour

Senior Parent meeting

1.6, 1.9, 1.11, 1.15,


2.11, 2.20, 2.24, 2.31,
3.2, 3.3, 3.23, 3.33,
4.7, 4.10, 4.12

Along with other administrators and counselors, I spoke to senior parents


about the senior schedule of events, expectations, and what must be done
to secure concrete plans after high school. The parents were receptive and
the meeting conveyed a lot of valuable information.

9/17/15

3 hours

District tutoring meeting #1

1.6, 1.8, 1.10, 1.12,


1.26, 1.27, 2.7, 2.13,
2.18, 2.25, 2.31, 2.33,
3.2, 3.5, 3.9, 3.17,
3.25, 3.30, 3.32, 3.33,
5.19, 5.21

Prepared for and presented the District Program Evaluation on the afterschool tutoring program. We discussed the aim of tutoring, the method of
assessment, and the structure. Administrators and counselors from the
district collaborated on this endeavor.

9/18/15

1 hour

Junior class meeting

1.6, 1.12, 1.15, 2.3,


2.11, 2.18, 2.25, 2.28,
2.35, 3.2, 3.3, 3.15,
3.29, 3.30, 3.31, 3.32,
3.33

I planned and spoke to the juniors about the SAT, extra learning
opportunities and the importance of staying focused this year. Also, their
counselor, Dean of Students, and class sponsors gave pertinent information
to the class. The class was very receptive.

9/24/15

2 hours

District Tutoring Meeting


#2

1.6, 1.8, 1.10, 1.12,


1.26, 1.27, 2.7, 2.13,
2.18, 2.25, 2.31, 2.33,
3.2, 3.5, 3.9, 3.17,
3.25, 3.30, 3.32, 3.33,
5.19, 5.21

I refined adjustments to the tutoring programs in the three district


buildings. The high school program was moved to Saturdays. New
features of the program include a parent meeting, planning time with
instructional specialists, professional developments, counseling services,
and peer tutoring. The process created alignment in the district and
provided a much needed holistic approach to tutoring.

9/29/15

1 hour

Met with Rising Stars

1.12, 1.15, 1.26, 2.18,


2.20, 2.25, 3.2, 3.23,
3.30, 4.5, 4.7, 4.10,
5.21, 5.22

I met with students identified as at-risk. I contacted all of their parents


with updates and discussed strategies for improving grades. I additionally,
provided strategies for dealing with peer pressure and disputes with
teachers. I feel like the students were open to the suggestions and will
adopt the strategies.

10/2/15

1 hour

Tardy detention

1.26, 1.27, 2.25, 3.2,


3.5, 3.23, 3.30, 5.15,
5.21, 5.22

Along with other staff members, I supervised our Friday after-school tardy
detention. Students are required to attend detention if they have more than
four tardies the week prior. We have implemented think sheets for the
students to consider why they are tardy, how they can be on time, and the
implications of tardiness in the real work. I believe that this process is
effective.

10/2/15

1 hour

New student orientation

1.6, 1.26, 2.18, 3.2,


3.3, 3.23, 3.30, 3.33,

I participated in a meeting for our new students who were not enrolled at
the time of orientation. These students were unfamiliar with our rules,
expectations, and procedures. I discussed our behavior expectations and
our academic support. We also answered questions from the students on
the new state assessments, GPA requirements, and suspensions. The
students seemed to understand our policies and should be better able to
adjust in the future.

10/12/15

1 hour

Reward trip

1.10, 1.27, 3.2, 3.5,

Students who possessed zero tardies, zero dress code violations, and zero
behavior referrals were rewarded with a trip to the Pistons game. I
identified the students, spoke to chaperones, planned transportation, and
congratulated them on the announcements. It is very rewarding and
important to reward positive behavior.

10/16/15

0.5

Readmit conference

1.6, 1.26, 2.18, 2.20,


2.25, 3.3, 3.15, 3.23,
3.33, 4.7, 5.15, 5.19,
5.21, 5.22

I met with a parent whose student was involved in a fight. The parent and
student were explained the violation of the code of conduct and methods
that could have prevented the incident. A probation contract was signed
and expectations going forward were discussed. The parent was on board
and agreed to monitor social media.

10/19/15

1 hour

Met with Rising Stars

1.26, 2.18, 2.20, 2.25, Again, I checked in with some of our at-risk students. I ensured that there
3.2, 3.23, 3.30, 4.7,
were no bullying or social media incidents occurring. We also reviews
5.21, 5.22
grades and discussed the need for attendance in office hours and at
tutoring. A plan of action was created with each student.

10/19/15

0.5 hour

Readmit conference

1.6, 1.26, 2.18, 2.20,


2.25, 3.3, 3.15, 3.23,
3.33, 4.7, 5.15, 5.19,
5.21, 5.22

I met with the other parent whose student was involved in a fight. The
parent and student were explained the violation of the code of conduct and
methods that could have prevented the incident. A probation contract was
signed and expectations going forward were discussed. The parent was on
board and agreed to monitor social media.

10/21/15

1.5 hours

Planned and led after school


tutoring program meetings

1.6, 1.10, 1.26, 1.27,


2.13, 2.18, 2.20, 2.25,
3.2, 3.5, 3.9, 3.17,
3.25, 3.30, 3.32, 3.33,
4.7, 5.19, 5.21, 5.22

After the two prior meeting as a district, we planned the high school
tutoring program as a team. The decision was to remove the negative
connotation for tutoring by marketing it as a recommendation and a
positive means to increase GPAs. I scheduled planning time for tutors
with Instructional Specialists, collaborated with one of the program
members to develop a parent meeting agenda, and held a parent meeting to
inform parents of struggling students. I am excited about moving to
Saturdays so that teachers and students are not drained during the program.
I also think the positive spin and parent contact will be very beneficial.

10/23/15

1.5 hours

Tardy & Behavior detention

1.26, 1.27, 2.25, 3.2,


3.3, 3.5, 3.15, 3.23,
3.30, 5.15, 5.21, 5.22

Along with other staff members, I supervised our Friday after-school tardy
detention. Students are required to attend detention if they have more than
four tardies the week prior. Students were required to attend detention if
they had more than one behavioral referral, or if there offense was
disrespectful. We have implemented think sheets for the students to
consider why they are tardy, how they can be on time, and the implications
of tardiness in the real work. We also implemented think sheets that
require students attending for behavior reasons to consider how they can
change their actions in the future. I believe that this process is effective.

11/2/15

1 hour

Parent Meeting

1.8, 2.3, 2.13, 2.14,


2.18, 2.21, 2.25, 3.7,
3.9, 3.17, 3.23, 3.30,
3.32, 5.21, 5.22

Met with the parent of a student with oppositional defiant disorder. Along
with the school social worker and counselor, we discussed supports we can
provide the student and actions the parent can take to provide him with
independence.

11/12/15

1 hour

Parent Meeting

1.8, 2.2, 2.14, 2.18,


2.21, 2.25, 3.2, 3.9,
3.17, 3.32, 5.19, 5.21,
5.22

Met with parent of student with health issues affecting attendance and
grades. I felt that I did a good job of diffusing the situation. We met with
one of the teachers and development a plan for communication between
the teacher and parent. We also developed a plan for completing work. I
touched base with several other teachers who have the student and
informed them of the health concerns and provided suggestions for
assisting the student. Overall, I think we came to a nice consensus.

11/18/15

2 hours

11th, 12th grade level


meetings

1.15, 1.26, 2.1, 2.11,


2.18, 2.19, 2.28, 2.35,
3.3, 3.15, 3.23, 3.32,
3.34, 5.21

Along with the class sponsors and counselors, we planned topics to discuss
at the grade level meetings for our juniors and seniors. I exposed the
juniors to testing information. The seniors received senior activity
information. I stressed to them behavior expectations and the pitfalls of
senior year. The juniors were very receptive. The seniors were not well
behaved. I may take a different approach and a softer tone at their next
grade level meeting.

11/19/15

1 hour

Student Assistance Team


Meeting

1.8, 1.15, 1.26, 2.1,


2.2, 2.14, 2.18, 2.21,
2.25, 2.31, 3.2, 3.7,
3.17, 3.23, 3.32, 4.10,
5.21

Met with the other members of the Student Assistance Team, including
counselors, the school social worker, the other building administrator, the
District Compliance Officer, and the special education teachers. We
discussed a change of placement for a special education student, four
referrals for testing, a pregnant student, and several 504 plans. Overall, it
was a productive meeting that kept our focus on proving a fair education to
all students.

11/23/15

1 hour

Rising stars

1.26, 2.18, 2.20, 2.25, Again, I checked in with some of our at-risk students. I ensured that there
3.2, 3.23, 3.30, 4.7,
were no bullying or social media incidents occurring. We also reviews
5.21, 5.22
grades and discussed the need for attendance in office hours and at
tutoring. A plan of action was created with each student.

11/30/15

3 hours

Evaluation of Tutoring

1.5, 1.26, 1.27, 2.2,


2.6, 2.25, 3.9, 3.17,
3.18, 3.25, 3.30, 3.32,
4.7

12/14/15

1 hour

Rising Stars

1.26, 2.18, 2.20, 2.25, Again, I checked in with some of our at-risk students. I ensured that there
3.2, 3.23, 3.30, 4.7,
were no bullying or social media incidents occurring. We also reviews
5.21, 5.22
grades and discussed the need for attendance in office hours and at
tutoring. A plan of action was created with each student.

I evaluated the tutoring program with marking period 1 GPA data. The
data showed that probation students who attended tutoring increased their
grades more and were more likely to be removed from tutoring than their
counterparts who did not attend the program. This was powerful
information that suggests we should stay the course with our Saturday
program, teachers, and curriculum. A few areas of improvement were
identified as well.

12/14/15

1 hour

Parent Meetings

1.15, 1.26, 1.27, 2.14, Along with the junior and senior counselor, I met with two parents. Both
2.25, 2.28, 3.23, 3.30, meetings were to proactively speak to parents about the failed courses that
3.32, 3.34, 5.21
still need to be completed for their senior students. We provided
alternative approaches for completion, which will lead to graduation. The
meeting went well and provided parents with options as to how to proceed
so that their students are eligible to graduate.

1/7/16

1 hour

Student Assistance Team


Meeting

1.8, 1.15, 1.26, 2.1,


2.2, 2.14, 2.18, 2.21,
2.25, 2.31, 3.2, 3.7,
3.17, 3.23, 3.32, 4.10,
5.21

Met with the other members of the Student Assistance Team, including
counselors, the school social worker, the other building administrator, the
District Compliance Officer, and the special education teachers. We
discussed a student who is being institutionalized and discussed options for
his completion of the semester. We also spoke about the formatting for
transition plans and potential movement to a new school psychologist
vendor. This was a productive meeting. It is valuable to have
collaboration with individuals with differing perspectives.

1/20/16

3 hours

Planned/Held Parent
Meeting

1.6, 1.12, 1.15, 1.22,


1.27, 2.3, 2.6, 2.13,
2.19, 2.25, 2.28, 2.31,
2.32, 2.34, 3.9, 3.17,
3.26

Planned and led an 11th grade parent meeting about the transition for the
ACT to the SAT. The junior counselor, College and Career Counselor,
and District Testing Coordinator and I discussed the testing schedule, the
SAT bootcamp program, college acceptance, how to read PSAT scores,
and much more. The meeting was well received and the parents had rich
questions. Unfortunately, the turnout was rather low.

2/4/16

1 hour

Student Assistance Team


Meeting

Met with the other members of the Student Assistance Team, including
counselors, the school social worker, the other building administrator, and
the special education teachers. We discussed foreign language tracks to
gradation, behavior plans, and homebound students.

2/13/16

4 hours

SAT Bootcamp

1.8, 1.15, 1.26, 2.1,


2.2, 2.14, 2.18, 2.21,
2.25, 2.31, 3.2, 3.7,
3.17, 3.23, 3.32, 4.10,
5.21
1.8, 1.12, 2.14, 2.25,
2.28, 2.31, 2.33, 2.34,
3.16, 3.17, 3.25

Total

40 hours

Organized the program, supervised student, and completed walkthroughs at


Saturday SAT bootcamp. The atmosphere was positive and the students
were very engaged.

Goal #3: Create a demographic profile of our families & students, which will be used as to provide support to our families
Goal #4: Assist in the organization of activities that inform parents about the school, enable them to participate as stakeholders, and
foster a positive relationship between the school and parents.
Evaluation: Parent survey data, parent participation, parent sign-in sheets
Key Standards: 1.11, 1.15, 1.21, 3.28, 4.2, 4.7, 4.8, 4.10, 4.24
Date
10/16/15

Time
2 hour

Activity
Student Survey

Standards
1.11, 1.25,
1.26, 2.20, 4.2,
4.9, 4.24

Reflection
Spoke with the other building administrator, Curriculum Director,
and Counselor about what student and parent information would be
useful to know. We discussed surveying students on how they
spend time, and their family dynamics. I used their suggestions to
create a survey for the students to complete in their sixth hour class.
Paper copies were used because of the time involved with having
all student use laptops. I feel that this will be a very worthwhile
venture.

10/19/15

2 hours

Data Analysis

1.11, 1.25,
1.26, 2.20, 4.2,
4.9, 4.24

Tallied surveys from students on time spent outside of class,


transportation to school, time in the district, involvement in school
activities, internet access and employment. The data revealed that
students spend twice as much time on social media as they spend
completing homework. Other interesting findings are that two
thirds of our students are involved in some sort of extracurricular
activities and nearly 20% are employed. This is very useful data
for our staff to see. Technology integration is essential.

10/20/15

2.5 hours

Data Analysis

1.11, 1.25,
1.26, 2.20, 4.2,
4.9, 4.24

Tallied surveys for students on guardians and highest degree in


household, among other categories. The data revealed that 50% of
our students live in single parent households and that just under
50% of our parents do not have post-secondary education. This has
major implication of the degree of support our students receive at
home.

10/21/15

2.5 hours

Data Analysis

1.11, 1.25,
1.26, 2.20, 4.2,
4.9, 4.24

Tallied surveys for students on family size, student family


responsibilities, and the importance of religion. The data revealed
that about 70% of our students consider their families religious that
average family size is three children in the household, and that 50%
of students are responsible for watching a younger relative at some
point. This data helps to further contextualize the complexities of
our students home lives and their ability to multi-task.

10/22/15

1 hours

Created student demographic document 1.11, 1.25,


1.26, 2.20, 4.2,
4.9, 4.16, 4.24

I compiled all of the data collected onto a double-sided graphic for


our staff. The plan is to have a discussion at a staff meeting about
significance of the data and how we can use this knowledge to
better cater to our students and parents.

11/9/15

1 hour

District Improvement Team Meeting

1.3, 1.10, 1.11,


1.15, 1.21,
3.28, 4.7, 4.8,
4.10, 4.16

I attended a meeting with the District Title I Coordinator, other


principals, and teachers. We developed a plan of action to involve
the parents into the district improvement process and coordinated
activities and meetings. It was nice to work across the district on
initiatives.

11/19/15

2 hours

FAFSA Night

1.12, 1.15,
1.22, 1.26,
2.20, 4.3, 4.7,
4.8, 4.10, 4.12

Participated in a senior parent night dedicated to exposing parents


and students to the basics of the FAFSA and college application.
This is an integral event, given that many of parents did not attend
college. A representative from the state of Michigan presented and
there was a turnout of 90 parents. This was a great success.

11/20/15

2 hours

Family Game Night

1.11, 1.15,
1.17, 2.23,
3.18, 3.35, 4.7,
4.10

Participated in a brief parents meeting of upcoming events, as well


as a game night designed by the PTO. The intention was to connect
parents, teachers, students, and other staff through a fun event.
While the event was a success, few parents attended.

1/21/16

1 hour

District Improvement Team Meeting

1.3, 1.10, 1.11,


1.15, 1.21,
3.28, 4.7, 4.8,
4.10, 4.16

Met with the district improvement team to plan our presentation


about the basis for the district improvement plan and our progress
thus far in the 2015 2016 school year. It was nice to collaborate
with the other buildings. We have a concise presentation for the
parents about our directions as a district.

2/3/16

1 hour

PowerPoint for District Improvement


Team Parent Meeting

1.3, 1.10, 1.11,


1.15, 1.21,
3.28, 4.7, 4.8,
4.10, 4.16

Created a PowerPoint for the District Improvement Parent Meeting.


The PowerPoint detailed our program evaluation of tutoring.
It explained tutoring data from last year, our plans to improve the
program, and our current progress. It is vital to break down our
complex school plan into laymans terms for parents, and important
to get their feedback about our progress.

2/8/16

1.5 hours

District Improvement Team Meeting

1.3, 1.10, 1.11,


1.15, 1.21,
3.28, 4.7, 4.8,
4.10, 4.16

Collaborated with other members of the district improvement team


to finalize our presentation for the parent meeting. We created an
exit survey, exited the mathematics and science portions of the
presentation, and identified additional individuals to invite. It was
productive. We are all set for the patent meeting.

2/11/16

1.5 hours

District Improvement Plan Parent


Meeting

1.3, 1.10, 1.11,


1.15, 1.21,
3.28, 4.7, 4.8,
4.10, 4.16

Presented the District Improvement Plan to parents. We discussed


the role of the members of the team, the basics of the district
improvement plan, and the program evaluation. The attendance
was good, compared to our typical parent meetings. A couple of
the parents had positive suggestions about how to improve tutoring
and how to inform parents of strategies to assist students. We also
issued surveys to collect anonymous feedback on the parents
suggestions about the meeting.

Total

20 hours

Principal Hours
Date
9/4/15

Hours
1 hour

Activity
Conducted an interview for a vacant
Social Studies position.

Standards
2.32, 2.39, 3.13,
3.37

Reflection
The interview went well. I was able to ask follow up questions
regarding rigor in the classroom, differentiated instruction, and on
literacy in Social Studies.

9/4/15

3 hours

Monitored security at an evening


home football game.

2.18, 3.3, 5.13

Monitoring the gate and enforcing school policies went well. There
also were no incidents. Clearing the field went according to plan as
well.

9/8/15

1 hour

Meeting with Title I Coordinator

3.35, 3.5, 7.20

Spoke with title 1 coordinator regarding our expenditure report for


title funds, which must be used by the end of the month. We
identified future purchases, amendments, and the process for
capturing purchases. Additionally, we examined the title 1 budget
for the 2015 2016 school year.
This is a very important process. It is crucial that we spend all of
our title one funds in an appropriate manner and do not lose any
funds due to failure to spend. Working with a title one coordinator
is a great way to collaborate on the needs of the school, the status
of district funds, and manners in which to appropriately plan.

9/9/15

1 hour

Parent Complaints

3.31, 4.5, 4.7,


4.10

Spoke with two different parents who had complaints. One of the
parents was concerned about one of her sons elective. The other
parent claimed that communication was not provided to her over
the summer regarding admission to the school. I was able to
diffuse the situation with the parent claiming that she did not
receive notification regarding her admission to the high school. My
ability to diffuse situations has grown since becoming an
administrator. The other parent, who had complaints about the
schedule, was presented with rationale for the complexity of
schedule changes. He was in three singleton classes. I also offered
her son several options, which would cause him to switch one of
his core courses. She did not like any of the options provided and
asked for the number for our CEO. I provided her with the number
and briefed our CEO on the situation. This interaction emphasized
to me that not all individuals can be pleased and that sometimes
being polite and making ones best effort is all that can be done.

9/9/15

1 hour

Pupil Assessment

1.24, 2.6, 3.13,

Completed a district document on pupil assessments from the


university that charters us, Saginaw Valley State University. This
experience provided me with more familiarity with documentation
required by Saginaw Valley State University. This process also
acquainted me to the assessment process in the other two buildings
in the district.

9/10/15

1 hour

Master Schedule

2.32, 2.33, 7.19

Edited the master schedule for staff changes and room changes. I
also met with the counselors about certain schedule changes for
staff and students in order to balance the schedule and be in
compliance with the certifications of the new staff.
Communicating with other school leaders is essential. Having
alignment and consistency is essential. It was nice to collaborate
on different schedule moves and work as a team to problem solve.

9/10/15

1 hour

Meeting with the Technology/Testing


Assistant

1.27, 2.10, 2.29,


3.27, 3.34, 3.8,
7.5

I met with the Technology/Testing Assistant to discuss ACT


waivers, PSAT scheduling, Aspire result dissemination, and the
progress of the media center revamp.
The meeting went well. It is great to have shared leadership with
technology and assessments. We came to some great strategies to
make testing run more fluidly and to make the media center more
accessible to students.

9/11/15

2 hours

District Technology Meeting

2.10, 2.29, 3.2,


3.8, 7.5, 7.7

Met with the CEO, COO and the head of the district IT company to
discuss district-wide technology concerns, plans, and timelines.
This was a worthwhile experience and it resulted in a more
concrete plan for the future of implementation.

9/14/15

1 hour

Participated in PTO planning meeting

1.21, 3.28, 4.7,


4.10

Collaborating with other administrators was a great way to revamp


our parent-teacher organization. We tied meetings to events and
wove them in between school improvement stakeholder meetings
and parent workshops.

9/14/15

1 hour

Composed board report

3.2, 3.14, 3.33,


4.8

Compiled and completed a board report for the months of July and
August. I explained the success of our transition, credit recovery,
and dual enrollment summer programs.

9/15/15

1 hour

Cabinet meeting

2.35, 3.14, 3.27,


3.28, 3.33

Participated in the cabinet meeting with administrators, counselors,


and other school leaders. We discussed the early dismissal
schedule, the upcoming 12th grade parent meeting, and the dress
code and other pressing school issues.

9/15/15

1 hour

Testing administration tasks

2.32, 2.39, 3.2,


7.19

Registered our school for the AP exam with the College Board.
Also reviewed the PSAT testing manual and began the process for
organizing our October test.

9/15/15

1 hour

Balanced schedule

2.32, 2.33, 7.19

Met with the counselors to determine how best to level classes,


balance lunch periods, and how to most effectively divide our
special education students. The outcome was a success, as classes
were balanced and we made the necessary moves to support
learning.

9/16/15

2 hours

District Curriculum Team Meeting

2.4, 2.5, 2.6,


2.8, 2.16, 2.32,
2.39, 2.41, 5.21

I met with several of the district administrators and instructional


specialists. We discussed the adoption of the Marzano evaluation
tool, an upcoming book study, and the monitoring of the academic
calendar. The meeting helped us align across a district and
highlighted areas of instruction with which we hope to focus.

9/16/15

1 hour

Meeting with Cambridge publishing

1.10, 1.27, 2.2,


2.6, 2.14, 2.32,
3.5, 3.9, 3.25

Met with a representative from Cambridge about the new SAT


exam. I explored their offerings for unofficial SAT administration,
score reporting, and preparation booklets. This meeting provided
rich information about the SAT test and was very informative.

9/17/15

1 hour

Cabinet Meeting

2.35, 3.14, 3.27,


3.28, 3.33

Met with the Dean of Students and the District Activities


Coordinator. We discussed upcoming events, an upcoming dress
down day, and detention procedures. Our weekly meetings greatly
assist us with consistency and alignment.

9/18/15

2 hours

Worked on 31A student eligibility


chart

1.8, 1.25, 2.7,


2.13, 2.21, 2.25,
2.36, 3.17, 3.35,
5.22, 5.28, 5.29

Used the student information system (AdminPlus) to identify atrisk students who will be provided with additional services.
Student standardized test scores, final exam scores, and attendance
were all used in this determination for 12th grade students.

9/21/15

1 hour

Lockdown Drill

2.18, 3.2, 3.15

Planned procedures and conducted a lockdown drill with the head


of campus safety, the COO, and Harper Woods Police Department.
After the drill, we debriefed and discussed areas for improvement
and the procedures to improve the process.

9/22/15

6 hours

Marzano Framework Professional


Development

2.6, 2.14, 2.16,


2.37, 2.39, 2.41,
3.16, 3.18, 7.10

Alongside district employees and administrators from other


buildings, I participated in a training session by Learning Sciences:
Marzano Center. The training was an introduction to rigor, the
framework, the establishment of professional learning communities
and the role of administrators in the process. This was a great
starting point for me as an administrator and established a great
direction for the district.

9/24/15

1 hour

Student Assistance Team Meeting

1.8, 1.12, 1.26,


2.2, 2.4, 2.6,
2.13, 2.18, 2.31,
2.37, 3.24, 5.21,
5.22

Met with counselors, social workers, and special education teachers


to review services for select students. IEP implementation,
referrals, accommodations, modifications, social work services, our
lifeskills course, and behavior plans for students were discussed.
These monthly meetings are essential in our school providing
personalized plans for our students.

9/25/15

5 hours

SVSU School Leader Meeting

1.10, 1.26, 2.4,


2.5, 2.8, 2.16,
2.22, 2.41

Attended a meeting at SVSU for school leaders. Our District


Curriculum Director and administrators from other charter schools
were present. The professional development was centered on
structuring professional communities learning and instructional
rounds. This is a vital component to our professional development
model.

9/28/15

2 hours

Testing administration tasks

2.6, 2.32, 2.39,


3.2, 3.5, 3.6,
3.17

Met with different staff members about field trips for student who
will not be testing. Also, I worked with the assistant testing
coordinator to create testing groups, review the supervisors
manual, identify proctors, and plan a meeting for the proctors.

9/30/15

2 hours

Testing administration tasks

2.6, 2.32, 2.39,


3.2, 3.5, 3.6,
3.17, 3.38

Prepare for a standard testing meeting with the PSAT proctors and
a meeting with the special education teachers who will be providing
accommodations for the PSAT. I also spoke with the College
Board regarding our pending accommodation application through
the SSD and the nuances of testing students with accommodations.

10/1/15

1 hour

PSAT Meeting

2.6, 3.2, 3.5,


3.6, 3.17

I met with the proctors of the PSAT and discussed the procedures
for setting up the classroom, how to motivate students, the process
for precoding, the time for an irregularity report, their role as the
room proctor, and other issues. I also met with the proctors for
accommodations. I discussed with them the different possible
accommodations, the importance of providing the full time, and
their added responsibilities with documentation. Overall, the
meeting went smoothly and all questions were answered.

10/1/15

1 hour

District Cabinet Meeting

3.2, 3.5, 3.7,


3.14, 3.17, 3.23,
3.25

Met with the other district administrators. Topics discussed were


enrollment, community partnerships, budgets, technology updates,
and new procedures for the student assistant team. It was good to
get updates from district employees on birds-eye-view issues and
understand our roles in mitigating issues.

10/1/15

1 hour

Individual parent meetings

2.18, 2.21, 2.25,


3.3, 3.32, 3.38,
4.7, 4.10

Alongside the middle school principal, I met with two different


parents whose students have continued to experience serious
behavior issues since middle school. Such situations are not
enjoyable, but I did see the value in collaborating across schools as
a team. We were able to work together to stress to the parents what
avenue is in the best interest of their children.

10/8/15

1 hour

SAT Meeting

2.6, 3.2, 3.5,


3.6, 3.17, 3.38

I met with our school counselors, social worker, district compliance


office, and other administrators to discuss our students receiving
special education services. We discussed the progress of our
students, how the special education schedule has been working, and
students who have been recommended for testing by teachers. We
also discussed 504 students and the implementation of their plans.
Overall, it was beneficial to collaborate as a team to better serve
our students.

10/9/15

1 hour

District Social Media Meeting

3.32, 4.4, 4.7,


4.25

Several members from the district met to discuss consistency with


our social media. We discussed district expectations for classroom
edline pages. I will be explaining this to staff in the near future.
We also discussed the logistics of maintaining our Facebook
district page. Parent communication and marketing are vital to our
success with competition from other charter schools. I was pleased
to be part of this meeting.

10/12/15

2 hours

Addressing physical altercation

2.18, 2.21, 3.2,


3.3, 3.24

I spoke with two students involved in a physical altercation. Both


students completed a statement, detailing their account of the
events. Security statements were also reviewed, as was video
footage of the incident. Parents of both students were contacted
and the incident was explained. I met with both parents and
presented them with the behavior referral and a notice of
suspension. We discussed how the incident could have been
prevented. Such situations are never ideal, yet I feel like I was able
to get the parents on board.

10/13/15

1 hour

Completing board report

3.2, 3.25, 4.13,


4.27

I spent time completing the board report for our board meeting at
the end of the month. The report includes notable events, discipline
incidents, attendance, athletic updates, and upcoming events. It is a
good feeling to highlight the great things happening at our school.

10/13/15

1 hour

Progress Reports

3.2, 3.33, 4.7,


4.10, 7.19

I assisted our new teachers in providing citizenship and exporting


grades for our first progress report. I also pulled the grades from
the grade books and formatted the progress reports. This went
smoothly and I appreciate the cooperation of our teachers.

10/14/15

3 hours

PSAT

2.6, 3.2, 3.5,


3.6, 3.17, 3.38

Today I facilitated the PSAT testing. We organized field trips for


grades 9, 10, and 12 so that the 11th grade students could peacefully
take their exam. In the morning, I directed the students to their
appropriate trips. I also assisted the special education teachers with
their administration. At the end of the day, I worked with the
testing team to collect, count, and package the completed tests for
mailing. I also completed administrative paperwork for our test
site. This was a bit different than our previous ACT tests, but we
were still successful.

10/16/15

3 hours

Monitored security at an evening


home basketball championship game.

2.18, 3.3, 5.13

Monitoring the crowd and enforcing school policies went well.


There also were no incidents. Clearing the gym and exiting the
away team went according to plan as well.

10/22/15

1 hour

Supervised anti-bullying assembly

1.28, 1.21, 2.1,


2.18, 2.19, 2.21,
2.25, 3.3, 4.20,
5.13

Dismissed students to the football field for the anti-bullying


assembly. Once there I directed students to seats and monitored
behavior. Students wee dismissed and the halls were cleared as
they returned to classes. This was successful and a great primary
intervention for students.

10/23/15

1 hour

Paid, logged, and discussed invoices


with office manager

3.5, 3.8, 3.25,


3.35

I reviewed invoices for instruction, athletics, and maintenance.


Going into budgeting for the next year, having a log and total of
different expenses is essential. It is also very useful to work in
collaboration with the office manager. I feel as though our budget
will be more accurate next year.

10/26/15

2 hours

Led one manifestation hearing and


three expulsion meetings

2.21, 2.31, 3.3,


3.7, 3.15, 3.38,
5.8, 5.21

This is never a positive process, but I was able to succinctly explain


the process to parents, provide them with all of the proper
paperwork and ensure student rights.

10/27/15

3 hours

Board meeting

1.10, 1.22, 1.28,


2.8, 2.28, 2.35,
3.5, 3.8, 3.25,
3.30, 3.35

I attended the board meeting with the other district principals,


management company, and school board. We discussed enrollment
practices, teacher retention, spending, and other concerns. I also
highlighted successes from our school and challenges we face.

10/28/15

1 hour

Student emergency

2.18, 3.3, 3.7,


3.15, 3.24

Provided support to student with food allergy. I called EMS and


the young mans father. Additionally, another student who sold the
food was disciplined and his parents were contacted. This was
good experience in acting quickly and with circumspect behavior.

11/13/15

2 hours

Development Title I Needs


Assessments

1.27, 2.16, 2.29,


3.25, 3.35

Developed a title one needs assessment for the District Title I


Coordinator. I spoke to the core department instructional
specialists, elective lead teachers, and counselors about their needs
for the remainder of the year. I prioritized items and met with the
other building administrator to review. This is a much more
streamlined process than the year before and seems to be working
smoothly.

11/17/15

3 hours

Y.E.S. Meeting

1.22, 2.19, 2.33,


4.6, 4.14

Attended the Young Educator Society meeting with our CEO,


counselor, and other building administrators. We received great
information on the need to promote the field of education and
strategies on how to do so. We created a plan for a Young
Educator Society at the high school with shadow days, college
visits, and speakers.

11/20/15

5 hours

School Leaders Meeting

1.5, 1.22, 1.24,


2.6, 2.10, 2.22,
2.36, 2.38, 3.16,
3.18

Attended a school leader meeting with administrators from my


school district and other administrators from schools chartered by
SVSU. We were provided professional development on the use of
data to drive instruction. Data charts, action plans, and transition to
new standardized tests were topics covered. This was a very
informative meeting and I plan to use data in a more powerful way
in the near future.

12/1/15

2 hours

MSTEP presentation

1.5, 1.24, 2.22,


2.36, 3.16, 3.26,
7.24

I developed a teacher-friendly document with our MSTEP results


compared to the state averages. It highlighted areas for
improvement and strengths. I presented this document at a staff
meeting and provided senior teachers with a school-wide snapshot
and individual reports to create an action plan to cater instruction to
prepare students for college.

12/2/15

2 hours

Title I Meeting

1.27, 2.16, 2.29,


3.25, 3.35

Met with the district Title I Coordinator to discuss the needs


assessment I developed, carryover funds, and the MiPHY survey.
Overall, I feel as though I am much more clearly on the budgeting
process and understand the function codes and timeline better than
last year.

12/7/15

3 hours

Monitored Basketball Game

2.18, 3.3, 5.13

Monitoring the crowd and enforcing school policies went well.


There also were no incidents. Clearing the gym and exiting the
away team went according to plan as well.

12/9/15

2 hours

District Cabinet Meeting

1.5, 1.6, 1.22,


1.24, 1.26, 2.5,
2.8, 2.16, 2.22,
3.25

Attended a district cabinet meeting with other building


administrators and our CEO and COO. We discussed professional
development plans, school budgets, district processes, testing, and
much more. I presented our school demographic profile. As usual,
it is great to align with the other buildings and to share ideas.

12/10/15

1 hour

CSTEM Grant

1.26, 2.8, 2.16,


3.5, 3.25, 7.19

Collaborated with the middle school principal to submit a grant for


CSTEM professional development for the science department.
This was my first grant submission and a great learning experience.

12/14/15

1 hour

Information Management System

3.2, 3.8, 7.19

Tested our text message communication with staff members in


anticipation for school closings. Staff who did not receive a test
text message supplied me with their information and it was changed
in the system.

12/16/15

3 hours

Christmas Concert Supervision

2.18, 3.3, 5.13

Supervised students in the band, orchestra, and choir during the


Christmas concert. I also monitored the crowd and ticket booth.
As usual, we experienced no problems and the students were well
behaved and performed well.

1/5/16

1 hours

Progress Reports

3.2, 3.33, 4.7,


4.10, 7.19

I also pulled the grades from the grade books and formatted the
progress reports. I verified that comments and grades were
accurate before printing and included notes at the footnote of the
report. This went smoothly and I appreciate the cooperation of our
teachers.

1/6/15

2 hours

Data Director Training

1.5, 1.10, 2.4,


2.6, 2.16, 2.36,
3.17, 7.7

Attended a Data Director training with the other administrators in


the district. We learned about the process of uploading data files,
and the basic features of Data Director. The program seems
worthwhile. I am looking forward to more trainings to see how to
input PSAT data and how to create tests.

1/6/15

2 hours

PSAT Results

1.5, 1.10, 2.4,


2.6, 2.36, 3.17,
7.19, 7.26

Worked with the building substitutes to tally correct responses to


each PSAT question for grade-wide overview of the most
misunderstood questions. Tables were created for each department
with their corresponding subtest questions, the percentage correct,
the subcategories, and the difficulty level. This is the most useful
standardized test data we have received to date. I am excited for
the departments to pinpoint weak areas and address them.

1/7/15

2 hours

College Board Accommodations

3.7, 5.8, 7.19

Worked with the District Special Education coordinator to review


IEPs, METs, and 504 plans for our ninth and tenth grade students
taking the PSAT 8/9 and PSAT-10.

1/8/15

2 hours

PSAT Results

1.5, 1.10, 2.4,


2.6, 2.36, 3.17,
7.26

Created department Common Core State Standards reference sheets


that list standards highlighted on the PSAT. This will help teachers
identify which questions correspond to which standards. I also
created a school-wide overview of the PSAT data that will be
presented to the district administration and the school staff
members. We are on par with last year and still have time to
improve. This data should help us move the needle.

1/11/15

2 hours

Board Report

3.2, 3.14, 3.33,


4.8

Composed the board report for the months of November and


December. Major events, discipline data, attendance data, and
calendars were included. This is important because the board needs
to understand the great things happening at the school.

1/11/15

2 hours

Pre-ID

3.34, 7.19

Combed through the students uploaded to the secure site for the
PSAT 8/9, PSAT-10, SAT, Work Keys, and MSTEP. Transfer
students were added and removed accordingly.

1/15/16

2 hours

Parent/Police Meeting

2.18, 3.3, 3.7,


3.15, 3.24, 3.38

Met with parents of former students who claimed that our students
were threatening their children after school. We recommended that
the matter be taken to police. I cooperated with the police
department and dissuaded our students from returning to the home.

Total

100 hours

Goal
Goal #1: Provide teachers with a more consistent, comprehensive evaluation and more targeted
professional development
Goal #2: Provide behavior & academic interventions that enable students to make better choices and
become more successful academically
Goal #3: Create a demographic profile of our families & students, which will be used as to provide
support to our families
Goal #4: Assist in the organization of activities that inform parents about the school, enable them to
participate as stakeholders, and foster a positive relationship between the school and parents.
Principal Hours
Total

Hours
40
40
10
10
100
200

Student Name: __________________________________ Signature: ________________________________ Date: __________

Mentor Name: __________________________________ Signature: ________________________________Date: __________