Course Objectives
course based reflection wk 1 5333 Leadership acc..doc
Create an action plan for the campus. Develop an agenda for a professional development day that addresses the targeted campus needs and include a timeline for follow-up professional development.


I was required first to examine the AEIS campus performance data and compare it to state standards. In doing so, I learned much about the strengths and weaknesses of students at my campus and was able to target a specific campus need and develop a professional development session designed to help teachers address the need.

The embedded assignments required me to examine and analyze how each subgroup, such as economically disadvantaged students, racial groups, and special education students performed. As a teacher, I had never had to look so closely at campus performance data before. I had examined TAKS data but not to the extent required in these assignments. I had no idea that the performance of subgroups mattered so much in the academic performance rating of the school and district.
What the data showed me was that overall, and in all subgroups,Highland ParkHigh School’s passing percentages exceeded the Exemplary standard in all testing categories. However, I was also able to identify areas of weakness that needed to be targeted for improvement. Data showed that the subgroups of Hispanic and Economically Disadvantaged Students were the lowest performing in Math and Science. The question then was how do we bridge the gap in performance for these students?

Learn as a Learner

Using the data from the AEIS report, I created a SMART goal along with objectives to meet the goal. I learned that SMART is an acronym for Specific, Measureable, Achievable, Realistic/Results-Oriented/Research-based and Time-bound (Learning Point Associates, Inc., 2004). Using this acronym made creating the goal easier and made sure that it addressed the needs clearly.

While creating the action plan, I learned that a lot of work goes into choosing the activities to be tried and that incorporating ideas backed up by research is the best way to proceed. It is more work than one person could ever do and should be done in a collaborative manner within a positive environment and with a shared vision.
According to the article, “Perceptions of Professional Learning Communities,” by Jane Huffman and Arminta Jacobson, the collaborative style of leadership is most conducive to the development of learning communities. (Huffman, 2003)

I think a leader cannot simply come in with his own personal vision and goals and expect to be successful in his efforts to effect positive change. He must be willing to identify the stakeholder(s) and work collaboratively. According to Williamson and Redish, a vision is not truly shared until all members of the community understand and adopt it (Williamson & Redish, 2009). I need to continue to work towards developing and building my leadership skills so that I can effectively collaborate to effect positive change.

Lifelong Learning Skills

Reading books and articles is wonderful, but nothing can take the place of learning in a collaborative setting; working with other teachers, professional development sessions, and online webinars will always be tools to stay current in my studies. I learn so much more when I participate with others and have accountability to the group. Reflecting back on my thoughts through my blog is another way to facilitate my thinking and learning. "Journals provide administrators with a tool for reflecting on their own thought processes." (Dana, 2009)


Learning Point Associates. (2004). Guide to using data in school improvement efforts: A compilation of
knowledge from data retreats and data use at Learning Point Associates.

Huffman, J. B., & Jacobson, A. L. (2003). Perceptions of professional learning communities. International Journal of Leadership in Education, 6(3), 239-250.

Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards:What every K-
12 leader should know and be able to do.Eugene,OR: International Society for Technology in Education.
Dana, Nancy Fichtman., (2009). Leading with passion and knowledge: the principal as action researcher. Thousand
Oaks, CA: Corwin Press