EDLD+5333+Reflections

** Self Assessment **
EDLD 5333 Leadership for Accountability is one of the challenging courses that dealt with the need of a campus using state data to create an action plan. A plan that targets the weaker areas of their school system and show improvements on state mandated tests. One article available in assisting us in this topic, “Enhancing Student Learning,” by Rick Stiggins and Jan Chappuis, stated that “formative assessment enlightens the teacher, while assessment for learning enlightens the student” (Chappuis and Stiggins, 2008). The assignments for this course enlightenment me on the subject as I learned about the professional development agendas encompassing strategies for improvement based upon action plans including data collected, performance indicators, and principal accountability.

In my interviews with a teacher from a local elementary school for one of our assignments, I did learn the school is following a typical Site-based Decision Making Process (SBDM) in their dealings with their school issues. Their Professional Learning Community (PLC) consists of 20-25 faculty members and the school Principal, parents of enrolled students, as well as various members of the surrounding community.
 * Learn as Learner **

The data gathered from the interviews also aligns with the information I was learning about site-based decision making processes, in which they follow a rigid type schedule to keep “on track” with particular agenda items. Following an agenda with discussion topics listed to address, regarding the needs and concerns for their campus, they then form smaller break-out groups addressing specific topics assigned for a team building strategy session.

In interviews conducted, teachers have felt the process of team building sessions were effective in providing them with the opportunity to voice their opinions, not only exposing problems effecting several teachers, but also providing possible solutions to the situations. They felt that although the process required ample time on their part, it was well worth the trouble to be able to share with others their concerns and hear what others have found as solutions to the same problems**.**

With the information that was gathered, I found it surprising to hear the progress that is being made with the SBDM in place. Not being a teacher in the public school system or having any children of my own attending schools, I am quite new to the processes and strategies that have been developed to assist in problem solving in the public school arena. At the college where I hold an administrative position, I do hope to integrate some of the team building strategies learned in this class for the Web Technology committee that I oversee. My belief is that this strategy will assist in the team building and problem solving atmosphere that is needed to rebuild our college website.
 * Lifelong Learning Skills **

In using the SBDM process, whether the education field or general work force, the strategies that it presents can be effective in any type of problem-solving situation. It encourages team-building and brainstorming, insuring that one person will not be alone in solving the world’s problems!

­­­­­­­­­­­­­­

** References **
Stiggins, R., & Chappuis, J. (2008). Enhancing student learning: Create profound achievement gains through formative assessments. District Administration. Retrieved October 10, 2010, from []

Texas Education Agency. Handbook on Purchasing for Texas Public Schools, Junior and Community Colleges (2010, January). 5: Site-based Decision Making, Update 14, A Module of the Texas Education Agency Financial Accountability System Resource Guide. Texas Education Agency, Austin, Texas. Abstract retrieved from [|http:/docs.google.comviewera=v&q=cache:wF9WNi3qpuoJ:www.tea.state.tx.us/WorkArea/linkit.aspx%3FLinkIdentifier]