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Domain I Questions

Sandra E. Zaragoza
East Texas Baptist University
EDUC 5385(Principal) Practicum I

September 26, 2016

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EDUC 5385Fall 2016
FIELD EXPERIENCES

Domain I: School Community Leadership (33%)

Framework: Learner-Centered Leadership and Campus Culture
Learner-Centered Communication and Community Relations
Learner-Centered Values and Ethics of Leadership
Key Concepts: Culture, Climate, Vision

1. Prepare a demographic report on the school community. The report should include the following
items:
a. General background and history of the community and school;
Marshall Independent School District serves, if not more than, 5,500 students in
Marshall, Texas, in Harrison County. The district has 11 campuses including a Head
Start campus. There are six elementary schools, two middle schools, one junior high
school, and one high school.
South Marshall was just a general education program with an ESL pull-out
component. With the change of superintendence, change was desired to promote
bilingualism in our district. The Dual Language Two-Way Immersion program was
implemented in the first grade with two teachers team teaching in English and in
Spanish. The classes were mixed with ELL students and monolingual students. As
this program began to gain community attention, many parents desired their
children to be in the Dual Language program. Unfortunately, the teachers lacked

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the resources, the certified personnel, and lack in training due to funds to
adequately support the program with fidelity.
STEM was introduced 4 years ago again, with the change of superintendence and
administration. The goals and visions for our district were constantly being
changed. Of course, any district wants better for their community, so lets try the
STEM program. We are now in our 4th year at a STEM Academy. I have only been
here for 3 of the years. The STEM program has grown in popularity and I know
that it will continue in the future due to the passing of the school bond and the
approval of more than 7 million dollars in renovations to the Sam Houston Middle
School (Future STEM Academy).
b. Student population of the school: enrollment, racial composition, socioeconomic status,
and general academic and achievement information;
South Marshall STEM Academy has approximately 492 students. The majority of
students are female. Most of our campus are Hispanic-Latino. Over 200 students are
in the bilingual education program. 61% of the students are in the free lunch
program. 18% of the students are gifted and talented. 100% of our students are
Title 1 participants and our campus is funded as such. In 2015, SMSA met standard
on student achievement, student progress, closing performance gaps, and postsecondary readiness. SMSA earned 4 out of 5 distinctions. Our campus had 88% in
index 1, 56% in index 2, 53% in index 3, and 59% in index 4.
c. General teaching/learning climate of the school. Give evidence and rationale to support
your opinion (e.g. test scores, awards, surveys, etc.)
According to our summary report and our 2016 STAAR scores, there is proof that
our teachers, staff, and stakeholders have made progress or at least maintained the

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highest-achieving honors for the last couple of years. I am in no way stating that our
school is the best, but when you have been in this district for more than eleven years,
despite all the changes, we have done pretty well for ourselves. We work hard and
make sure that students learn. The STEM Academy, the criterion test for entry, and
intensive professional development has allowed us to make the distinctions we've
worked so hard to earn.

2. Discuss the implementation of Site-Based Decision-Making on your campus. What areas are
being addressed through SBDM? What is the role of the school committee? How does the
principal interface with this group? In your estimation is SBDM effective on your campus?
Explain.
South Marshall STEM Academy has about 20 or more members ranging from parents,
community, paraprofessional, and teachers. Each grade level has to appoint 1-2 teachers to
represent their grade level. First and foremost, the site-based decision making committee
helps plan, design, implement, and communicate a school-wide program. There are a few
components of a Title 1 school-wide program: 1) comprehensive needs assessment 2)
school-wide reform strategies 3) certified and qualified teachers and paraprofessionals 4)
intensive professional development 5) campuses utilizing strategies to attract and retain
certified and qualified staff 6) our school strives to include parents 7) strive to allow all
stakeholders in the decision-making process regarding to use certain programs and even
assessments. 9) That additional assistance is timely and effective when working with
struggling learners. 10) Coordination and integration of federal, state, and local services,
and programs. We strive for every student to learn, for every learner to graduate, and for

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every graduate will succeed! Our principal and assistant principal needs the committee and
informs all present the vision, the events, or any future goals of our campus. Our SBDC is
very effective in assisting and contributing to the success of our students at SMSA.

3. Discuss the number and types of meetings which your principal attends. Consider meetings
with the superintendent, other administrators, teachers, etc. Does your principal attend school
board meetings? If so, what role does (s) he play?
Our principal attends all meetings called by his supervisors or superintendent. The
principal attends school board meetings. At each board meeting, one campus presents
several personnel or students of the month. At the last board meeting, our principal
encouraged us to attend the meeting as the school board voted for the 7 million dollar
renovations to the current Sam Houston Middle school, future South Marshall STEM
Academy. Fortunately, the school board voted for it. It will now get the much needed
renovations thanks to all involved in the proposal. Our principal attends PTA financial
meetings to keep in the know with funds being produced for his campus. He will head and
attend the site-based decision making meeting in the near future. He is part of the
leadership team for the district since STEM is growing in popularity. He also attends
parent meetings, PLC meetings, and team leader meetings. Since the school is the
responsibility of the principal and assistant principal, they are present at all meetings.
4. Evaluate the school-community relations program for your school. Who is responsible? What
techniques are used to communicate with the community? How is feedback obtained? Does the
principal have key communicators? Are they effective?
SMSA has a PTA, many community businesses, and staff for great communication to occur.
Our school utilizes the Maverick Insider (a community newsletter), Remind101 at each

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grade level. Call outs are made to our parents and families need to be informed. Facebook
is used to create private pages for teachers and the PTA to invite parents and families to
like our pages. Marshall ISD and the PTA board also have a Facebook page. Our principal
makes the call outs along with a Spanish translator. Our counselor receives parent and
home communication newsletters to send out monthly to inform parents of ways to stay
involved in their child's learning. Teachers use the student's planners, purchased by the
school, as a way to communicate with parents. Our assistant principal creates a weekly
staff newsletter to keep the teachers in the know. These communication methods are very
effective.
5. Describe the relationship between the school and organized parent groups (PTA or PTO,
Booster Clubs, Band Parents, etc.) Does the Board have a policy regarding the role of the parent
groups? (Include a copy.)
Our campus SMSA is committed to the National PTA strategic plan. Our PTA's mission is
to make every child's potential a reality by engaging and empowering families and
communities to advocate for all children. Our PTA's values are collaboration, commitment,
diversity, respect, and accountability. The National PTA is composed of 55 states congresses
and nearly 26,000 local units in all 50 states. The National PTA, as directed by the board,
provides leadership, programs, support, and resources to its members at all levels of the
association. State PTAS are the liaison between the local PTA and National PTA, helping
each to function effectively and to support and sustain the other. The local PTAs are
valuable assets to their school communities by providing educational and parent
involvement information, resources, events, and activities. As one of our PTA board
members states: "We are here for the kids". Our principals act as facilitators and only
lead when making decisions for our PTA and campus supported by our PTA.

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6. Review the Campus Improvement Plan for your school (CIP). What are the major goals for
your campus this year? How have these goals been communicated to involved stakeholders?
In looking at our campus plan, the goals are many so, I will list them below: 1) improve the
academic performance of all students 2) all student groups will meet at least the minimum
criteria for the system safeguards under the Texas Education Agency Accountability
System. 3) Recruit, empty, and retain qualified and professional staff. 4) To communicate
with all components of school and community 5) provide a safe environment at all
campuses 6) improve conflict resolution and behavioral management skills. The campus
improvement plan is also printed out and included in the offices binders and other
accessible information when needed.
If I were the administrator, I would make this all available in one central place. I know we
have the campus share (j: drive). I would also make it accessible on Google Drive. This
would allow the faculty and staff access it on their devices. The more places my campus can
access it, the better. I would like to have it in the teachers binder as a hard copy. Teachers
can refer to it when they arent at their computers. It is better to have many ways to access
important information like the campus improvement plan.
7. Discuss the role of department chairpersons, team leaders, or grade level chairpersons on your
campus. What do they do? How were they selected for this position? Do they receive a
supplemental stipend, extra time during the day, or other special consideration?
We have committee members for each extracurricular activity. Cinco de Mayo, Black
History Committee, and Texas Publics Schools Week Committee are some of the
committees, just to name a few. Our administrators allow the staff to sign up for one or two
committees. All teachers have to sign up for at least one. Each grade level is appointed a
team leader. Each team leader is represented at the team leaders meeting. The team leader

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receives messages from the administrators to pass to their grade levels. Team leaders lead
the weekly grade level meetings and PLC meetings weekly. Our principal attends our
meetings to observe and facilitate when necessary. Our team leaders do not receive any
extra pay, no special considerations, and no compensations. Many of the team leaders are
chosen for their experience, ability to lead, and organizational skills. Teachers with many
years of experience are recommended as team leaders. We like to say, "Once a team leader
always a team leader."
This is one of those situations where as an administrator, I would have to check available
funds for our campus. I would communicate with PTA or committee groups. I want all
teachers to have a part in each of the school events. As for the organization and planning
for the event, I would leave it to the committee to appoint their lead. Making this process as
democratic as possible is best.