A Study With Immense Determination And Motivation For Hearing Personal Experiences From Female Superintendents

This is a case study analysis of The New Principal: Managing Human Resources by Jane A. MacDonald (2006). This case study focuses on issues a first year principal may face when entering her school for the first time. Ms. Vera Zola was not only a first year principal; she was also new to the school district. In her previous role as assistant principal, she was in a neighboring school district. In her new district, the Suburban Public School District (SPS), there were approximately 11,000 students enrolled (MacDonald, 2006). Ms. Zola was assigned to Roma Elementary, one of six elementary schools in the district. There were two middle schools and two high schools. Approximately 80% of high school graduates continued on to higher education or a trade school. Community members had diverse cultural backgrounds and lifestyles, and the community was growing.

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

Having discovered my calling to work with nontraditional students, I took a position with St. Charles Youth and Family Services as a Teacher of Experiential Education. This position allowed me to interact with urban students from MPS who were expelled, court ordered or Special Education students who were deemed best suited to self-contained program. I loved the challenge every day. Every student was so different, but they all wanted and craved the same thing… acceptance and unconditional love. I wanted more.

Minority administrators have an astronomically immense portion of Americans believing that minorities no longer face segregation in the work environment. The fact of the matter is that these examples of surmounting adversity are the exemption and not the tenet. They are more a consequence of the tirelessness, ability, desire, and resoluteness of these bellwethers than anything else. Numerous minorities have possessed the capacity to get access into the work environment, and conventionally move into lower and center level administration positions. Notwithstanding, by and sizably voluminous, the way to achievement deadlocks. In opposition to prominent feeling, minorities probing for achievement in the work environment consistently experience

A public school district tasked with educating students and hiring teachers to carry out its mission must have documents in place to help its employees navigate the complex environment both within and outside its schools. One of the publications created by the Del Valle Independent School District (DVISD) to assist its employees is an employee handbook. This paper will provide an overview of the DVISD employee handbook contents, discuss observations from district employees about the handbook, and examine the contents in light of research that offers best practices on how to write an effective employee handbook.

My contribution to NYC public schools children in education has been extensive. I first began working in NYC public schools as a speech pathologist in 1980. I would examine expressive and receptive language skills of children and through task analyses develop strategies of language acquisition. In short, I was able to gets students to improve their reading and writing skills in order to master grade level competencies. In my educational journey, I was recruited by Principal Louis Rapport to become an Assistant Principal. Principal Rapport ran an after-school program for teachers who wanted to become school leaders. I worked in coordinating summer programs at George Westinghouse Vocational High School in 1986. I worked hand in hand with the principal to build community partners for our school which offered twelve or more trade programs and internships for students ranging form optical to jewelry making. In 1989, I was selected to serve as Assistant Principal of Special Education at Automotive High School, with Principal Steve Gilbert, who has since passed away. Principal Gilbert much like Principal Rapport was my mentors in leadership within the educational arena. With the support of Principal Gilbert, I was able to go to a Harvard Graduate School of Education and participate in a Summer Seminar in 1995. This was the season of “Inclusion in Schools”. Principal Gilbert recommended me for a program, Assistant Principal to Principal Program

My interest in pursuing a position as a school administrator for an elementary school system is to provide leadership for staff members and quality education for all students, and to become part of the world of education. The Benjamin Franklin School located in the Dallas School District serves as a growing population of approximately 1,070 students. The school offers a well-defined educational system for the students, and it has an overall student-to-teacher ratio of 17:1. In addition to the statewide curriculum standards, the school offers special education programs and classes for the gifted and talented. As a result of the school district rankings in the student’s performance, Benjamin Franklin School has become the worst in the

The research utilized an exploratory case study method through the application of various academic articles and significant statistical data in the development of the study. This study explicitly explores women working within all federal agencies of the government at different grade levels. In this research one classification system was reviewed, the Senior Executive Services classification.

This meta-study report presents to analyze the findings of three studies related to female school superintendents and their respective experiences with matriculation to superintendency and barriers. The three studies utilized quantitative, qualitative and mixed-methods research designs to collect information from a total of 159 female superintendents from Georgia (2013), Texas (2014), and California (2007). The results of all studies reinforce and extend the findings of other research about female superintendents and provide important recommendations for aspiring and practicing superintendents to consider in order to become a superintendent or deal with barriers to succeed.

CNN reporter Nick Valencia was the interviewee for my topic of the killing of Jeremy Mardis. This interview was information-gathering because Nick had reported on the story of Jeremy. Both Nick and I had established a rapport because I was scheduled to meet with him to ask him about his career and professional advice. Nick was called in for a story which led to us doing a thirty-minute telephone interview that was moderately scheduled for a Saturday afternoon in which I asked Nick various questions about the story and why/who he interviewed. The way I set up the questions for the interview was using the hourglass sequence in which I would ask a open question, then go to a closed question and so on. It all started with my opening.

This process recording centers on my orientation experience and the first time meeting my field supervisor, Ms. Jeanine Harper. Initially, Ms. Jeanine started the conversation by asking me about myself. Sometimes I can be very ineffective at describing myself and remembering what information would be relevant for the interview, but I managed to disclose information such as where I am from, what my undergraduate degree was in, where I received my undergraduate degree and that I was interested in working with children. There was a moment of silence after this. I would not describe this moment of silence as “awkward”, but just as a moment for Ms. Jeanine to process what I had said and for her to effectively respond. Her response included questions that prompted me to disclose more about myself as a social worker. Some of the questions included what concentration I was leaning towards? How are my writing skills? And what are my strengths and weaknesses? I took a moment to process the questions so that I did not begin to talk in circles or ramble on. I disclosed that I am very much an introvert to Ms. Jeanine and to my surprise she disclosed that she could relate. She then asked me why I believed I was an introvert and I explained aspects of my

When I first began the interview, I felt like I was skilled in my introduction, but I mistakenly went straight to asking about the issue before talking to Julia about confidentiality. I started over and felt

Within the upper echelons of upper management is scant room for African American women. This mini-proposal outlines a research project that focuses on the phenomena of the nominal amount of African American women are in positions of management or organizational leadership within the City of Philadelphia.

METHOD The study is descriptive, qualitative research on teachers as they attempted to meet new standards. Specifically it is a case study of an elementary school faculty, done in an attempt to

Once finishing the interview I recall thinking that I had forgotten one major factor within the interview, which was taking notes. This would have to be my only major weakness that I found I had whilst interviewing Mary Doe. At the time I was so focused on eye contact, so it was really easy for myself to just ask the questions and get lost in the answer whilst trying to figure out what question to ask next. The lack of note taking in response to Mary Doe’s answers left me forgetting to listen one hundred percent as I was switching focus to what came next. When researching how I can improve this skill there was a lot of positive feedback on how to strengthen this skill. One that I shall be focusing on for future interviewing opportunities is to continually jot down small phrases as spoken, any specific information that is useful