Fieldwork Experience Showcase

University of Southern California

Masters in School Leadership Fieldwork Apprenticeship
Cohort 1
2013-2014
AyEsha Leonard McLaughlin
Century Community Charter School
Inglewood, California
Fieldwork site supervisor name: Dana
Means

Aspire Centennial College Preparatory

Academy
Huntington Park, California
Fieldwork site supervisor name: Mallory
Barnes

University Coordinator/fieldwork supervisor: Dr. Darline P. Robles

CPSEL Standard 1; CTC Standard 10; ISSLC Standard 1
Vision of Learning: Promote the success of all students by facilitating the development,
articulation, and stewardship of a vision of learning that is shared and supported by the school
community.
CPSEL Standard 2; CTC Standard 11; ISLLC Standard 2
Student Learning and Professional Growth: Promote the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program
conducive to student learning and staff professional growth.
CPSEL Standard 3; CTC Standard 12; ISLLC Standard 3
Organizational Management for Student Learning: Promotes the success of all students
by ensuring management of the organization, operations, and resources for a safe,
efficient, and effective learning environment.
CPSEL Standard 4; ISLLC Standard 4; CTC Standard 13
Working with Diverse Families and Communities: Promotes the success of all students
by collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
CPSEL Standard 5; ISLLC Standard 5; CTC Standard 14
Personal Ethics and Leadership Capacity: Promotes the success of all students by
modeling a personal code of ethics and developing professional leadership capacity
CPSEL Standard 6; ISLLC Standard 6; CTC Standard 15

Political, Social, Economic, Legal and Cultural Understanding: Promotes the success of all
students by understanding, responding to, and influencing the larger political, social, economic,
legal, and cultural context.
Teacher Observation and Reflection Forms
Evidence: Personal Reflection 1
CPSEL Standard 2; CTC Standard 11; ISLLC Standard 2
2.a Shape a culture in which high expectations are the norm for each student as evident in
rigorous academic work.
2.d Guide and support the long-term professional development of all staff consistent with the
ongoing effort to improve the learning of all students relative to the content standards.
CPSEL Standard 3; CTC Standard 12; ISLLC Standard 3
3.a Sustain safe, efficient, clean, well-maintained, and productive school environment that
nurtures student learning and supports the professional growth of teachers and support staff.
3.c Establish school structures and processes that support student learning.
3.f Monitor and evaluate the program and staff.
CPSEL Standard 5; ISLLC Standard 5; CTC Standard 14
5.h Engage in professional and personal development.
5.i Encourage and inspire others to higher levels of performance, commitment, and motivation.
I was asked by the principal to develop an observation
framework/criteria to use as a tool for periodic observations of the
teaching staff. It was found by the principal that teachers needed to be
more accountable for the lesson plans they developed. Through this
semesters readings, this point is validated in Ginsberg's How
Walkthroughs Open Doors (2002) as he suggests that walkthroughs
should be a typical part of the daily routine of the administrative staff,
and that the benefits of conducting observations are ample. Leadership is
evident, administrators are able to infuse the
importance of curricula, and relationships
are built when regular observations are
established. Graf and Werlinich also
explain that walkthrough offer a visual
representation of the teacher and learners, and usage of this tool
promotes learning and best practices (Graf & Werlinich, n.d.).
Using the teacher observation forms, teachers pedagogical
practices were evaluated on a basis of walk through, lesson
observation, and whole class. Implementing observations where
teachers are randomly selected each week allowed for accountability
on the teachers part. Requirements that were put into place by
administration were checked for usage. Teachers received a copy of the observation form and

reflection form (lesson and whole class observations only) to understand where they excelled and
where improvement was needed. Recommendations were given if needed and commendations
were always given. This is indicative of Emily Spencer's definition of transformational leadership
in Leadership Models and Theories: A Brief Overview (n.d.). This is done by attempting to create
a relationship and environment where teachers feel prepared, able to reach their students needs,
receive motivation, and have the ability to maximize their potential.
Fire and Earthquake Procedures
Evidence: Personal Reflection 2
CPSEL Standard 2; CTC Standard 11; ISLLC Standard 2
2.e Provide opportunities for all members of the school community to
develop and use skills in collaboration, distributed leadership, and
shared responsibility.
CPSEL Standard 3; CTC Standard 12; ISLLC Standard 3
3.a Sustain safe, efficient, clean, well-maintained, and productive
school environment that nurtures student learning and supports the
professional growth of teachers and support staff.
3.f Monitor and evaluate the program and staff.
CPSEL Standard 6; ISLLC Standard 6; CTC Standard 15
6.b Ensure that the school operates consistently within the parameters of federal, state, and local
laws, policies, regulations, and statutory requirements.
A need to revise the fire and earthquake procedures was found when a teacher brought to
my attention that she was missing rosters for her emergency clipboard. This was a task that an
office member was to be in charge of at the beginning of the school year, but somehow was
skipped over and not caught until February of 2014. This was signaled a red flag and a dire need
for fixing. I took it upon myself to ask the principal if this was a task I could spearhead, and was
approved to do so.
Staff members, through random selection, were asked
open-ended questions as to what they thought about the previous
procedures and what they would like to see implemented for future
protocols. A suggestion was made which was very good. A
teacher advised that it would be a good idea to have numbers
painted on the yard so that classes new where to respond. This
became an effective suggestion because in prior years, there was
not a plan in effect for drills to occur before school, during
nutrition, during lunch and after school. Clearly, we may have an
emergency at any given time and procedures for when this occurs
in important. This models Alvy and Robbins (2010) statements
in Learning from Lincoln: Leadership Practices for School
Success, lead by example, implement careful and effective listening skills, as well as the
development of camaraderie. Having the input of others and building upon a tool as a community
builds trust, collaboration, and a sense of individualized importance. Through the development

process, I also reflected upon myself as a classroom teacher and what I saw would assist teachers
as well.
In case of a fire or earthquake and there was an injured person in the classroom, it is
important to remove all able-bodied persons from the rooms. Because of this, I created door
hangers on red card stock with the word injury printed on the front. This was to be placed on the
door of a classroom which had an injured person inside to be used as a signal for emergency
personal.
Reflecting on the emergency procedures, it was found that there is a significant need to
have more earthquake drills. From the timing of evacuation and the observations made of the
student conduct, more drills on how students should respond and what the staff should do needs
practice. We are working on more dates for these addition drills. This current stage is in a
constant reflection state where as a school community we make adjustments on what works, what
needs to be omitted, and understand where further action is needed. Reflective practice, a strategy
referred to and explained by Blase and Blase (2004), is an important tool in that in allows for the
opportunity to develop and build need ideas and restructure existing polices, procedures, routines,
etc.
Implementation of a New Program
Evidence: Personal Reflection 3
CPSEL Standard 2; CTC Standard 11; ISLLC Standard 2
2.d Guide and support the long-term professional development
of all staff consistent with the ongoing effort to improve the
learning of all students relative to the content standards.
2.e Provide opportunities for all members of the school
community to develop and use skills in collaboration,
distributed leadership, and shared responsibility.
2.f Create an accountability system grounded in standardsbased teaching and learning.
2.g Utilize multiple assessments to evaluate student learning in
an ongoing process focused on improving the academic
performance of each student.
CPSEL Standard 3; CTC
Standard 12; ISLLC Standard
3
3.c Establish school structures and processes that support student
learning.
3.d Utilize effective systems management, organizational
development, and problem-solving and decision-making techniques.
3.f Monitor and evaluate the program and staff.
CPSEL Standard 5; ISLLC Standard 5; CTC
Standard 14
5.f Demonstrate skills in decision-making, problem solving, change

management, planning, conflict management, and evaluation.

The beginning of this school year, after discussions with the principal, together we
expressed the need for benchmark assessments as a tool to progress monitor students academic
performance. Since the establishment of this school site nine years ago, there was not a tool as
such. The school relied upon test results from the California Standards Tests which were release
the summer after the school year. We found this as being too late of a tool to use in assisting and
meeting the needs of the students. The principal advised me to investigate and find the best
progress monitoring tool that would fit the expectations and needs of our school. After
researching and speaking with various colleagues /educators, I found AimsWeb. AimsWeb is an
easy to use system that is web based. The data is input by users and a variety of explanations are
given in table form. The program was presented to the principal and approved.
Professional Development
Evidence: Personal Reflection 4
CPSEL Standard 1; CTC Standard 10; ISSLC Standard 1
1.a Facilitate the development of a shared vision for the
achievement of all students based upon data from multiple
measures of student learning and relevant qualitative indicators
1.d Identify and address any barriers to accomplishing the
vision.
1.e Shape school programs, plans, and activities to ensure that
they are integrated, articulated through the grades, and
consistent with the vision.
1.f Leverage and marshal sufficient resources, including
technology, to implement and attain the vision for all students
and all subgroups of students.
CPSEL Standard 2; CTC Standard 11; ISLLC Standard 2
2.c Facilitate the use of a variety of appropriate content-based
learning materials and learning strategies that recognize
students as active learners, value reflection and inquiry,
emphasize the quality versus the amount of student application
and performance, and utilize appropriate and effective
technology.
2.d Guide and support the long-term professional development
of all staff consistent with the ongoing effort to improve the
learning of all students relative to the content standards.
2.e Provide opportunities for all members of the school
community to develop and use skills in collaboration,
distributed leadership, and shared responsibility.

CPSEL Standard 5; ISLLC Standard 5; CTC Standard 14

5.e Demonstrate knowledge of the standards-based curriculum and the ability to integrate and
articulate programs throughout the grades.
5.f Demonstrate skills in decision-making, problem solving, change management, planning,
conflict management, and evaluation.
5.h Engage in professional and personal development.
5.i Encourage and inspire others to higher levels of performance, commitment, and motivation.
CPSEL Standard 6; ISLLC Standard 6; CTC Standard
15
6.e View oneself as a leader of a team and also as a member
of a larger team.
During a post benchmark assessment meeting with
the math and English department leads, it was expressed that
once the tests scores were input they needed to be analyzed
by each department. The departments were to see which students fell into the categories of well
below average, below average, average, above average, and well above average. The teachers
were to also develop an understanding of which content standards needed to be addressed based
on the assessment results. Also, each department was to plan a professional development where
test results would be explained. This speaks to Dufour, Dufour, Eaker, and Many's Learning by
Doing (2006) collaborative commitment towards the learning of all students. The departments
were to make the professional development interactive so that best practices were modeled and
questions can be developed, asked and answered throughout the
presentation.
In chapter three of How People Learn, Brain, Mind,
Experience and School (2010), Bransford, Brown, and Cocking
emphasize that motivation is a key concept in learning. This
professional development for the teaching staff was to be
developed with motivation in mind. We wanted to motivate the
teachers to use the pedagogy discussed, and the best way was to
make the information informative, interactive, interesting, and
provide a connection to teachers and students. Motivation was
developed through allowing other teachers to assist in planning and
presentation of professional development, through modeling
pedagogy explained in the professional development, and implementation of collaboration
amongst the teachers. The professional development also allowed for teacher reflection of their
practices. Blas and Blas (2003) state that professional developments enhance teacher reflection
of their practices.
The professional development for language arts consisted of a video exemplifying a number of
strategies to use within all classes. Each teacher within participated and were videotaped using a
specific strategy. After each segment, the teachers explained the usage of the tool and answered

questions regarding implementation of the strategy into various classes. Paperwork was given to
go along with the information presented so that teachers were able to refer to at a later date when
needed.
For the math department, they exemplified how a simple
text can be transformed into a math word problem with in the
context of social studies. Along with this strategy and others, they
showed how math can be implemented within all subject
matter. They too gave paperwork with a multitude of strategies to
use.
Teachers left the meeting with a wealth of knowledge on
how to use best practices within their classrooms. Ongoing emails
are currently sent reminding teachers of their part in meeting the
needs of students, and usage of the best practices exemplified
during the professional development. Lesson plans are evaluated
and observations are held to ensure that teachers are making use of
the tools within all subject matter.
Performance Improvement Plan
Evidence: Personal Reflection 5
CPSEL Standard 3; CTC Standard 12; ISLLC Standard 3
3.f Monitor and evaluate the program and staff.
3.g Manage legal and contractual agreements and records in ways that foster a professional work
environment and secure privacy and confidentiality for all students and staff
CPSEL Standard 5; ISLLC Standard 5; CTC Standard 14
5.a Model personal and professional ethics, integrity, justice, and fairness, and expect the same
behaviors from others.
5.b Protect the rights and confidentiality of students and staff.
5.f Demonstrate skills in decision-making, problem solving, change management, planning,
conflict management, and evaluation.
5.i Encourage and inspire others to higher levels of performance, commitment, and motivation.
Performance Improvement Plans, as I have learned, are
intended to officially allow an employee the ability to understand how
important change is needed in specific aspects of their position. The
plan allows for changes to be made within a certain amount of
time. If the actions of the staff member do not meet the expectations
of administration within the allotted time, then the process of
separation from the school site begins.
I have learned that it is important to develop a work
environment where all stakeholders are learners and that we can all
learn from one another. Each one of us comes with information that
can be used to better the culture of our school. When it comes to

teachers, it is important that they too are continuous learners. With

the evolution of education currently taking place, it is imperative
that educators continue to be learners to better prepare us for what
is to come. 21st century technology and Common Core are
beginning about a vast change within the educational system, and as
a leader it is important to emphasize that we need to become
learners once again. We all have a responsibility to be continuous
learners and this is the culture an excellent leader
develops. Leaders are to teachers as teachers are to students. The
ability of teachers to respond to leaders depends on the teachers
capacity to learn new practices, but in order for teachers to learn,
they must, in some sense take
responsibility for their learning, and in
order to take responsibility for their learning, the leader has to
transfer agency for learning from the leader to the teacher (Elmore,
2004).
Through the process of this Performance Improvement Plan,
I have also learned that as a leader it is important to transfer agency,
reciprocity and accountability amongst the school community. Our
principal makes every effort to develop a culture where the members
of our entire school community are learners. As a leader, I must take
this same frame of mind and continue to create an environment
where all staff members are eager to learn not only from higher
education facilities, but also through one another.

References
Alvy, Harvey and Robbins, Pam. (2010). Learning from Lincoln: Leadership Practices for School
Success. Alexandria, VA: ASCG
Blas, Jo and Blas, Joseph. (2004). Handbook of Instructional Leadership: Second Edition.
Thousand Oaks, CA: Corwin Press
Bransford, J.D., Brown, A.L., and Cocking, R.R. (2000). How People Learn, Brain, Mind,
Experience, and School. National Research Council, Washington, D.C.: National Academy
Express
Dufour, et.al. (2006). Learning by Doing A Handbook for Professional Learning Communities
at Work. Indiana: Solution Tree.
Elmore, R. (2004). Agency, reciprocity and accountability in democratic education. Harvard,
MA: Graduate School of Education, Harvard University and Consortium for Policy Research in
Education.