Gregory Milbrand
East Pennsboro Area School District
Assistant Superintendent
Annual Goals for 2015-2016
GOAL ONE
In an effort to increase student engagement in 21st Century Learning, I will successfully lead, supervise, and
evaluate the implementation 1:1 Chromebook initiative in Grades 5-12. The process will encompass initial
management of the distribution, planning for staff professional development, and supervision of staff and student
device usage. Evidence of success will be gathered to include, but not limited to, professional development
agendas, and supervision notes from walkthrough observations monitoring active student engagement in
collaborative, constructive, authentic learning, and prompt communication documentation with community
stakeholders.
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Assistant Superintendent Performance Description, Personnel: Collaborate with the administrative team
and the professional education committee to develop and implement the district’s inservice plan.
Assistant Superintendent Performance Description, Support Services: Collaborate with the Supervisor of
Curriculum, Instruction, and Assessment and the Technology Coordinator to ensure appropriate
technology is available and implemented for curriculum, instruction, assessment, and management.
Assistant Superintendent Performance Description, Organizational Culture: Supports
administrators/teachers through keeping current of educational research designed to improve the delivery
of instruction/raising student achievement.
Assistant Superintendent Performance Description, Organizational Culture: Create an environment and
climate that supports and develops community involvement.
5 – All dates advertised for the 1:1 distribution to students are completed as advertised. Professional development
is scheduled and delivered throughout the school year for all teachers who are participating in the initiative. The
Assistant Superintendent works with the Capital Area Intermediate Unit to create first year expectations for
teachers and a supervision model for administrators. The Assistant Superintendent visits at minimum 10 middle
school and 10 high school classrooms to conduct brief observations during the second semester of the 2015-2016
school year.
4 – All dates advertised for the 1:1 distribution to students are completed as advertised. Professional development
is scheduled with 80% of the training delivered throughout the school year for all teachers who are participating
in the initiative. The Assistant Superintendent works with the Capital Area Intermediate Unit to create first year
expectations for teachers and a supervision model for administrators. The Assistant Superintendent visits 8
middle school and 8 high school classrooms to conduct brief observations during the second semester of the 20152016 school year.
3 – Eighty (80) percent of the dates advertised for the 1:1 distribution to students are completed as advertised.
Professional development is scheduled with 50% of the training delivered throughout the school year for all
teachers who are participating in the initiative. The Assistant Superintendent works with the Capital Area
Intermediate Unit to create first year expectations for teachers and a supervision model for administrators. The
Assistant Superintendent visits 5 high school and 5 middle school classrooms to conduct brief observations during
the second semester of the 2015-2016 school year.
2 – Fifty (50) percent of the dates advertised for the 1:1 distribution to students are completed as advertised.
Professional development is scheduled with 25% of the training delivered throughout the school year for all
teachers who are participating in the initiative. The Assistant Superintendent creates first year expectations for
teachers and a supervision model for administrators, OR the Assistant Superintendent conducts visits 3 high
school and 3 middle school classrooms to conduct brief observations during the second semester of the 2015-2016
school year.
1 – Twenty five (25) percent of the dates advertised for the 1:1 distribution to students are completed as
advertised. Professional development is scheduled but no training is delivered throughout the school year for all
teachers who are participating in the initiative. The Assistant Superintendent does not create first year
expectations for teachers and a supervision model for administrators. The Assistant Superintendent does not
conduct brief observations during the second semester of the 2015-2016 school year.
GOAL TWO
In an effort to update our implementation process, create consistency among administrators, and create more
clarity on our evaluative instrument, I will create and seek input from various stakeholders on a new Classified
Instructional Aide Evaluation Document. The document will include standards for outcomes and along with
clearly defined criteria rating scales.
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Assistant Superintendent Performance Description, Personnel: Conduct evaluation of programs and staff
for which there is direct responsibility.
Assistant Superintendent Performance Description, Organizational Culture: Conduct environmental scans
for new products/applications to enhance the district’s administrative services.
Assistant Superintendent Performance Description, Educational Processes: Provide human resources
support for approved District instructional programs and projects.
5 – Assistant Superintendent meets the following timeline: November 5, 2015 school board review of the
document with tentative approval at the November 16, 2015 school board meeting. Assistant Superintendent will
solicit feedback and consider changes to the proposed document from at least 2 administrators, 4 special
education teachers, and 6 instructional aides.
3 – Assistant Superintendent meets the following timeline: December 2, 2015 school board review of the
document with tentative approval at the January 7, 2016 school board meeting. Assistant Superintendent will
solicit feedback and consider changes to the proposed document from administrators, teachers, and instructional
aides, but does not meet the required number established for a score of “5.”
1 – School board approval of the document sought after January 7, 2016. The Assistant Superintendent does not
solicit feedback from applicable stakeholders.
GOAL THREE
Research has shown that phonics is an essential component in beginning reading instruction. In an effort to
increase students’ ability to grasp phonemic awareness, word study, reading fluency, vocabulary, writing, and
spelling skills, I will oversee the expansion of the Fundations phonics program in grades one and two. This
systematic and explicit program is research-based, rooted in Wilson Language principles.
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Assistant Superintendent Performance Description, Support Services: Facilitate the utilization of the
district’s student information system and data analysis package.
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Assistant Superintendent Performance Description, Finance: Collaborate with the Supervisor of
Curriculum, Instruction, and Assessment to budget and purchase curricular, assessment, and instructional
resources to support the curriculum.
Assistant Superintendent Performance Description, Organizational Culture: Supports
administrators/teachers through keeping current of educational research designed to improve the delivery
of instruction/raising student achievement.
Assistant Superintendent Performance Description, Educational Processes: Provide on-going
instructional leadership for all levels of English/Language Arts, Social Studies, and Foreign Language.
This will include curriculum development, course development, resource selection, and instructional
programming to ensure alignment to the Pennsylvania State Standards.
5 – As displayed on the Iready district report export of diagnostic data, 85-100% of the students in first and
second grade will score on, or above grade level in phonological awareness and phonics on the end-of-year
assessment.
4 – As displayed on the Iready district report export of diagnostic data, 70-84% of the students in first and second
grade will score on, or above grade level in phonological awareness and phonics on the end-of-year assessment.
3 – As displayed on the Iready district report export of diagnostic data, 60-69% of the students in first and second
grade will score on, or above grade level in phonological awareness and phonics on the end-of-year assessment.
2 – As displayed on the Iready district report export of diagnostic data, 50-59% of the students in first and second
grade will score on, or above grade level in phonological awareness and phonics on the end-of-year assessment.
1 – As displayed on the Iready district report export of diagnostic data, 49% of the students, or below in first and
second grade will score on, or above grade level in phonological awareness and phonics on the end-of-year
assessment.