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Shane HeilmanSubmitted in partial fulfillment for meeting the requirements of the Education Specialist degree program.USF Spring 2014-571500200025Leadership Graphic: Boss vs. Leader0Leadership Graphic: Boss vs. LeaderEXPLANATION OF THE GRAPHIC: The difference between a boss and a leader (i.e. an effective vs. an ineffective leader) is actually very simple, in the end. A boss is not really concerned with the bottom-line results of a mission, but with himself. He enjoys the fruits of leadership such as power and influence, but he is not concerned with any mission above and beyond making his leadership experience a pleasant and convenient one for himself, regardless of his leadership’s effect on others. A leader is all about the mission, and will do whatever it takes. Because he is all about the mission, he stands on the front lines of the battle, leading by example. He fights in the trenches alongside those he leads, even though his role may often look somewhat different. This is the type of leader that blames himself when the mission is faltering, and gives others credit when the mission is succeeding. A boss is, in the end, really about himself and his own comfort and convenience. A leader is all about a much higher mission. All of their contrasting behaviors flow from this central contrast. TABLE OF CONTENTSBUS 558: Current Issues in ManagementEDU 531: Legal Foundations in Education EDU 615: Technology Applications for School DistrictsEDU 530: Practicum: Curriculum Development and DesignEDU 532: Practicum: School Law Applications for Student Discipline and Staff DevelopmentEDU 625: Intergovernmental RelationsEDU 566: Site-Based Fiscal AdministrationBUS 520: Organizational DynamicsEDU 645: Administration of Special EducationEDU 589: Practicum: Critical Issues Research SeminarELCC Standards and USF EDPCM Candidate Growth AuditStandard and ElementsCourse and Learning Activity or Aspect(briefly label or describe)Candidate Growth and Level of ProficiencyBriefly summarize your growth and rate your current level of performance1 (Emerging) 2 (Basic) 3 (Proficient) 4 (Strong) 5 (Exemplary)Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.Develop a VisionArticulate a VisionImplement a VisionSteward a VisionPromote Community Involvement in the VisionStandard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.2.1 Promote Positive School Culture2.2 Provide Effective Instructional Program2.3 Apply Best Practice to Student Learning2.4 Design Comprehensive Professional Growth PlanStandard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.3.1 Manage the Organization3.2 Manage Operations3.3 Manage ResourcesStandard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.4.1 Collaborate with families and other community members4.2 Respond to community interests and needs4.3 Mobilize community resourcesStandard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.5.1 Acts with Integrity5.2 Acts Fairly5.3 Acts EthicallyStandard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.6.1 Understand the Larger Context6.2 Respond to the Larger Context6.3 Influence the Larger Context Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.7.1 Substantial7.2 Sustained7.3 Standards-Based7.4 Real Settings7.5 Planned and Guided Cooperatively7.6 CreditDevelop a VisionEDU 589: Critical Issues Seminar – Developed and articulated a school vision for implementing Mass Customized LearningEDU 532: School Law Applications – Developed and articulated a vision for creating a safe school environmentEDU 530: Curriculum Development – Created a comprehensive curriculum map implementing all Common Core standards and other goals for 9th grade lit classArticulate a VisionEDU 589: Critical Issues Seminar – Developed and articulated a school vision for implementing Mass Customized LearningEDU 532: School Law Applications – Developed and articulated a vision for creating a safe school environmentEDU 530: Curriculum Development – Created a comprehensive curriculum map implementing all Common Core standards and other goals for 9th grade lit classImplement a VisionBUS 558: Current Isssues in Management – Used conclusions on Applied Summary Paper to initiate and strengthen ICU program vision at Lennox High SchoolEDU 530: Curriculum Development – Created a comprehensive curriculum map implementing all Common Core standards and other goals for 9th grade lit classSteward a VisionBUS 558: Current Isssues in Management – Used conclusions on Applied Summary Paper to initiate and strengthen ICU program vision at Lennox High SchoolEDU 530: Curriculum Development – Created a comprehensive curriculum map implementing all Common Core standards and other goals for 9th grade lit classPromote Community Involvement in the Vision*No class projects addressed this standard2.1 Promote a Positive School CultureEDU 532 School Law Applications - Safe School Environment project and reflection2.2 Provide Effective Instructional ProgramEDU 532 School Law Applications - Staff Development Plan and AdvancED Professional Development TeamBUS 558 Critical Issues in Management - Applied Summary PaperEDU 530: Curriculum Development – Created a comprehensive curriculum map implementing all Common Core standards and other goals for 9th grade lit class2.3 Apply Best Practice to Student LearningEDU 532 School Law Applications - Staff Observation, Evaluations, and FeedbackEDU 589: Leadership Project on MCLEDU 530: Curriculum Development – Created a comprehensive curriculum map implementing all Common Core standards and other goals for 9th grade lit class2.4 Design Professional Growth Plan EDU 589: Leadership Project Self-Evaluation3.1 Manage the OrganizationEDU 589: Time management activityBUS 520: Organizational Dynamics – Theory to Application analysis of LHS organizationBUS 558: Critical Issues in Management – Applied Summary Paper3.2 Manage OperationsBUS 520: Organizational Dynamics – Theory to Application analysis of LHS organizationBUS 558: Critical Issues in Management – Applied Summary Paper of LHS’s ICU program3.3 Manage ResourcesEDU 589: Critical Issues Seminar - Managing staff resources, budget, and time practicumsEDU 589: Critical Issues Seminar – Leadership project exposure to tools like Edgenuity, EmpowerEDU 566: Site-Based Fiscal Administration: School Budgeting Activity4.1 Collaborate with families and other community resourcesBUS 558: Current Issues in Management – Applied Summary Paper on LHS’s ICU program outlined and implemented strategy for involving parents in success of ICU programEDU 589: Critical Issues Seminar – Leadership project outlined and sought to implement strategies for involving the community’s resources in the customized learning opportunities of studentsEDU 615 – Discussion of use, strategic function of school websites4.2 Respond to community interests and needsEDU 589: Critical Issues Seminar – Leadership Project addressed utilizing community service needs as an impetus for new course offerings in a customized learning school4.3 Mobilize community resources*no class projects or assignments addressed this standard5.1 Acts with IntegrityEDU 589: Critical Issues Seminar – Leadership Self-assessment, assessment of critical leadership skills, discussion of leadership and identification of integrity as essentialEDU 589: Discussion of hiring practices5.2 Acts FairlyEDU 589: Practicum activity on handling student diversity5.3 Acts Ethically EDU 531: Foundations of School Law – The entire courseEDU 532: School Law Applications – School law application discussions/activitiesEDU 645: Administration of Sped Law – The entire course (esp. legal briefs)6.1 Understand the Larger ContextEDU 625: Intergovernmental Relations - Final PresentationEDU 589: Critical Issues Seminar - Leadership ProjectBUS 558: Current Issues in Management - Environmental Assessment analyzing the environmental context and cultural influences of Lennox High SchoolEDU 530: Curriculum Development – Created a comprehensive curriculum map implementing all Common Core standards and other goals for 9th grade lit class6.2 Respond to the Larger ContextBUS 558: Applied Summary Paper addressing and implementing strategy for community involvement in ICU programEDU 530: Curriculum Development – Created a comprehensive curriculum map implementing all Common Core standards and other goals for 9th grade lit class6.3 Influence the Larger ContextBUS 558: Applied Summary Paper addressing and implementing strategy for community involvement in ICU program7.1 SubstantialEDU 589: Critical Issues Seminar – Internship with Principal Tim Raabe from Lennox High School7.2 SustainedEDU 589: Critical Issues Seminar – Internship with Principal Tim Raabe from Lennox High School7.3 Standards-BasedEDU 589: Critical Issues Seminar – Internship with Principal Tim Raabe from Lennox High School, Practicum activities on diversityEDU 532: School Law Applications – Practicum activities on staff observationEDU 532: School Law Applications – Practicum activities on safe school environment, staff development, etc.7.4 Real SettingsEDU 589: Critical Issues Seminar – Internship with Principal Tim Raabe from Lennox High SchoolEDU 532: School Law Applications – Internship shadowing experience with Jeremy Van Niewenhuizen of Sioux Falls Christian high school7.5 Planned and Guided CooperativelyEDU 589: Critical Issues Seminar – Internship with Principal Tim Raabe from Lennox High School7.6 Candidates Earn Graduate Credit for their Intern Experience*Entire ProgramAt this point, I would have to label myself at a 3 – strong. I consider the development and articulation of a vision as two of my strengths, yet did not have a great deal of experience implementing nor stewarding a vision during this program, mostly because of my position at the high school being one of teacher rather than administrator, although I did have some influence over some school-wide initiatives. In my classroom, I did have full authority to implement and steward a vision, and did that quite successfully with my class’s ICU philosophy and learning goals. This gives me hope that I will be able to do so at the building level as well. SAt this time, I would rate myself a 4 – Strong. Most of my projects in EDU 532, 530, and 589 focused on my passion for applying best practices to student learning, including the implementation of customized learning, best teaching practices, and formative assessment/ICU philosophy to my own classroom as well as the classrooms of other teachers. I have committed my entire career to making sure students receive the best instruction possible, and during this program I have strengthened my skills in making sure effective instruction is applied not only in my own classrooms, but in those of fellow staff members and in the district as a whole through these projects and other professional endeavors, such as serving on my school’s AdvancED committee for professional development. At this point I would rate myself as a 3 – proficient. Though I gained exposure to some very helpful conceptual theories of organizational management in BUS 558 and 520, I have yet to apply these principles in real life on a building level scale, although I did successfully articulate these concepts in the laboratory of ideas in my projects for these classes. My analysis of my current organization and the approaches that would be needed for its healing were deemed sound. Again, this is a far cry from actually achieving such management wonders in real life, though I am confident that well-tested principles do work in practice often as well as they work in theory (though not always, obviously). I have greatly expanded my knowledge of organizational and managerial theory in this program, but remain somewhat untested as far as implementing these ideas on a large scale. At this point, I would have to label myself a 3 in this category – proficient. I admit that I did not gain much direct, hands-on experience with collaborating with and mobilizing community resources with any of the direct projects of my program, but I have seen some significant growth in this area, though it can only be directly measured by a handful of assignments. Throughout several of my projects, including my analysis of LHS’s ICU program and my leadership project (as well as several other projects), I noticed and well-noted the absolute necessity of community involvement if such a goal and vision were to become a reality. I’ve learned that the goals I have developed and articulated over the course of this program absolutely require, of necessity, community resources that are needed to complete the puzzle. Daily parent communication and involvement is needed to ensure students are held accountable for their performance. Community input is needed to create the school vision. Community resources are needed to create the kind of educational opportunities needed to give all students enough relevant educational opportunities in the local school. The list goes on and on. I think this standard is somewhat of an obvious one in that if a leader has a vision for a school, he or she will quickly realize (as I did) that the community and its resources are a necessary component of the team. I feel I have, throughout my career, demonstrated more than enough proficiency in acquiring the community resources necessary to complete a certain task. Really, this comes down to recognition of importance of community and the communication skills to procure their assistance. I feel that in this program and out, I have developed both. At this point, I would rate myself a 4 – only because my knowledge of school law as well as my ability to act fairly in every circumstance is imperfect. However, with the knowledge of school law I’ve gained in this program, as well as what I’ve learned about the importance of integrity in leadership (i.e., if you don’t have it, nothing else matters), as well as my own personal integrity which has never seen a serious incident in my eight years in education, I feel that this area is on of my areas of strength.I see integrity as being the same person everywhere, the quality of being complete, whole, and purely about one thing and one goal. I feel I know what that “one thing” is that I’m about in education, and I trust that that moral compass will guide me and be recognized by those that follow me. At the conclusion of this program, I would have to declare this as my weakest area, mostly due to inexperience with having to influence the community and the government on a practical level toward a certain end. While several of my program projects asked me to evaluate and analyze the larger context of my school and develop a prescription for action, I have very limited experience in actually carrying these things out and engaging in public persuasion on any specific issue facing education. But I’m looking forward to it! I may be a 5 and not even realize it. I can’t wait to go to Pierre and try out my skills!For Standard 7.0, I rate myself a 2 (basic at this time). Though I engaged in a specific and intentional internship with Principal Tim Raabe at Lennox High school for the entirety of the 2013-2014 school year per my EDU 589 seminar (with an intentional focus on addressing the skills embedded in the ELCC Standards, I don’t feel I gained enough hands-on executive experience making real decisions as an administrator to gain the FULL sense of all that the position requires as a leader. Much discussion was made of concepts, and I gave suggestions at times to the principal, but never did I spend actual days walking in the shoes of the principal on my own and feeling the weight of the decisions. I did get to shadow my principal as well as a principal of a different school for a day, Jeremy Van Niewenhuizen of Sioux Falls Christian high schools, and these were very valuable experiences that taught me the kind of challenges a principal faces over the course of a day and how these principals (and how I might) go about handling them. I also was afforded the enlightening opportunity of leading a staff meeting. Still, I’m not sure my experience of leading directly in my internship would qualify me for anything more than a basic level of internship experience in the real-life fire of principalship. That’s just how I feel at this time, though my confidence and knowledge has grown. Fredrikson School of EducationEducation Specialist Program Professional Behaviors Survey (To be included in portfolio)Name of `Candidate:Shane HeilmanThe Fredrikson School of Education administers self-assessment surveys at various times within a program to enable consideration of individual and program effectiveness. Please consider the following statements and rate each statement according to your experience, abilities and performance. Thank you for your thoughtful consideration. Ranking Scale: N = Not observed 1 = Unsatisfactory 2 = Basic 3 = Proficient 4 = Exemplary N12341. Exhibits effective writing skills.x2. Exhibits effective oral communication skills.x3. Demonstrates compassion and respect for others.x4. Works cooperatively and collegially with others.x5. Demonstrates a commitment to social justice and respect for diversity.x6. Is committed to development of a quality learning environment.x7. Demonstrates creativity and resourcefulness.x8. Demonstrates impartiality and fairness.x9. Bases decisions upon ethical and legal principles.x10. Demonstrates a vision for learning supported by the community.x11. Demonstrates the importance of professional growth for self and others.x12. Demonstrates a commitment to the profession.xComments:Candidate’s Signature:Shane HeilmanDate:06-09-14 ................
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