Harlingen Leadership Institute
2011 - 2012
Harlingen Leadership Institute
2011 - 2012
Team 1 Harlingen
EXECUTIVE SUMMARY
Steve Flores, Ph.D.
Superintendent of Schools
Arturo Cavazos, Deputy Superintendent for School Support Services
Michelle Everett, Assistant Superintendent for Curriculum and Instruction, PK-16
Julio Cavazos, Assistant Superintendent for Business Services
Rosalinda R. Vargas, Assistant Superintendent for Human Resources
Oscar Tapia, Assistant Superintendent for District Operations
November 2010
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Harlingen Leadership Institute
2011 - 2012
Rationale
Throughout the nation, there exists a compelling need to select, develop, and train individuals to
seek the complex position of campus principal. Strong, high-quality instructional leadership from
principals is a significant correlate with growth in student achievement and with the development
and maintenance of positive staff morale. The leadership of the building principal is seen as the
key to facilitating the district’s mission as we prepare our students for college and the workforce.
Fulfilling this mission is of paramount importance in the quest to become a premier school district.
Designed to meet the need for exemplary campus leaders, the Harlingen Leadership Institute for
2011 -2012 offers an opportunity for leadership development for the Harlingen Consolidated
Independent School District. The program will continue to build the base of potential building-level
/ central office administrators for the district. During the 2010-2011 school year, a cadre of 8
participants will receive training. The goal is to have these individuals prepared for positions as
principals or central office administrators for the 2012 - 2013 school year.
The Harlingen Leadership Institute will provide training that is aligned with the Standards for
Principals of the Texas State Board for Educator Certification (SBEC). All staff development for
administrators in the HCISD is designed to correspond to one or more of the SBEC standards.
The district believes that these standards relate to developing campus-based administrators who
are both instructional leaders and building managers. This provides a cohesive focus on the
overall mission for the district.
The training will reflect the district’s specific needs by addressing the Competencies and Skills of
a Successful HCISD Campus Administrator. Directly correlated to the SBEC Standards for
Principals, these characteristics are seen as fundamental to success as school leaders in the
HCISD.
Both the standards and the characteristics for success will be woven into the curriculum
throughout the full-group and job-based training sessions. Thus, completion of the HLI will result
in well-oriented leadership personnel who fit the needs of the schools or departments they may
be chosen to serve.
Theoretical Basis
The SBEC Standards for Principals, originally adopted in 1999 and amended in 2001 must, by
regulation, serve as the foundation for the professional development activities of campus
administrators across the state. The fundamental question necessary in developing the
necessary leadership capacity for campus principals is the following:
What knowledge and skills must campus administrators in the HCISD possess if they are
to be successful in achieving the mission and vision of the district?
In order to correlate the model with the SBEC standards, numeric codes were added to the visual
model. Also, the central focus of the model has been modified to focus the entire model on
student achievement.
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Harlingen Leadership Institute
2011 - 2012
Identification of Cadre
This program is designed for assistant principals and individuals identified by principals, directors,
and assistant superintendents as potential principals or central office level administrators who
have served the HCISD in a leadership position and who would like to move into principal or
central office positions. Potential applicants will be notified through central office personnel and
principals of the availability of the program. Active professionals in the position of principal,
directors, and assistant superintendents can help identify current assistant principals and deans
of instruction who may be ready to move up in the administrative echelon of the Harlingen
Consolidated Independent School District. Information about the program will also be included on
appropriate web sites and advertised through a variety of media. Interested persons may then
apply to the program.
Audience
The cadre will be comprised of 6 – 8 assistant principals or other instructional leaders who hold
either a Mid-Management or Principal Certificate or other appropriate SBEC certificate.
Timeframe
Information about the program will be distributed during September of each year. Selection of the
cadre will be accomplished during September. A total of eight professional development sessions
will be offered beginning in September and ending in May. The sessions will include whole-group
as well as small-group meetings to address the content included in the curriculum.
Potential Assignment
Members of the cadre would be eligible for consideration to fill vacant 2012-2013 principal /
central office administrator positions upon successful completion of the program and successfully
meeting the qualifications of the position. It is important that cadre members understand that
successful completion of the Harlingen Leadership Institute does not imply or guarantee
placement in a vacant position or that individuals not selected for this cadre are not eligible to
apply or be selected for a campus principal / central office position.
Application
Interested persons may apply to become members of the cadre for the Harlingen Leadership
Institute 2011-2012. Applicants must submit the required documentation and meet the following
criteria in order to be considered for membership in the cadre.
1. A completed application form that includes signatures of the applicant’s
principal (supervisor).
2. A résumé or vita that shows three to five years of classroom teaching
experience and at least three years of assistant principal or leadership position in
the Harlingen Consolidated Independent School District.
3. A copy of the applicant’s most recent certification information. (These may be
downloaded from www.sbec.state.tx.us. Once on that site, click on “Official
Record of Educator Certificates” and enter your Social Security Number to
retrieve your record.) All applicants should have full standard or professional
certification. That is, they hold either a Mid-management Certificate or a Principal
Certificate.
4. Three letters of recommendation including one from the current immediate
supervisor.
5. Indication of three consecutive annual review ratings of “Exceeds
Expectations.”
Applicants must submit all of the required documentation and meet the established criteria to be
considered for inclusion in this year’s cadre. Incomplete application packets will not be
considered. There is an exception to this procedure.
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Harlingen Leadership Institute
2011 - 2012
Screening
Members of the superintendent’s staff will conduct the initial screening of all applications to
determine that the application packet includes all of the required documents and that the
information on those documents meets the application criteria. The Assistant Superintendent for
Human Resources will verify certification information.
Content of the Academy Sessions
The Harlingen Leadership Institute will be comprised of 8 sessions. These sessions will be
scheduled beginning on September 21, 2011 and ending on Tuesday, May 8, 2012. The
curriculum is based on the SBEC Standards and Skills for Principal Certification as well as the
district’s model for its ideal campus / central office administrator. This will develop cadre
members’ knowledge of instruction in the district so that they can function as effective
instructional leaders.
Current administrators in the Harlingen Consolidated Independent School District will conduct the
many of the sessions. In addition, outside consultants will be used for some of the sessions. The
tentative plan of the 8-session program is as follows.
September 21, 2011
Session 1
Program Orientation and District Mission and Goals
Steve Flores, Superintendent of Schools
Michelle Everett, Assistant Superintendent for C & I
October 19, 2011
Session 2
Identifying and Building an Exemplary Staff
November 16, 2011
Session 3
Overview of Systems of Support and Insights About Powerful
Teaching and Learning
December 14, 2011
Session 4
Attention to District Initiatives and Focus on Our Pyramid for
Success
January 18, 2012
Session 5
Nurturing a Positive Campus Climate and Developing Effective
Communication
February 15, 2012
Session 6
Building a Safe and Secure Environment/Campus Budget
Development
March 21, 2012
Session 7
Mastering Classroom Observation of Teachers and Learners
April 18, 2012
Session 8
Securing a Position and Developing an Entry Plan
May 8, 2012
November 2010
Dinner with the Board
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Harlingen Leadership Institute
2011 - 2012
Technology Connection
There may be online assignments or simulation activities that may be completed. There will also
be an exploration of the feasibility of using technology as a means for facilitating communication
among participants, mentors, and program staff. The use of bulletin boards, BLOGS, email, and
direct Internet messaging may be used. Participants may also be exposed to current uses of
technology in schools such as implementation of the C-Scope curriculum system, reporting,
retrieval, and analysis of AEIS data, etc.
Cohort Network
Research shows that cadre-based training results in the formation of strong cohort ties among
participants. It is important to maintain that sense of identity. Ways to maintain the collegial
relationships of cadre members might include specific skill development, problem-solving and
idea-sharing opportunities, and ongoing support for all administrative personnel. Maintenance of
the cohort network is an important step in retaining administrative personnel.
Participant and Program Evaluation
Evaluation of progress will be an ongoing procedure of observation and analysis of a portfolio of
program-related documents that program participants will develop. As program activities are
conducted, a research-based rubric on the best practices of successful Principals will be utilized.
Because of the limited timeframe for program instruction, attendance at HLI sessions is of great
importance. To complete the program successfully, cadre members may not miss more than one
of the program sessions.
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Harlingen Leadership Institute
2011 - 2012
Texas State Board for Educator Certification
with
Competencies and Skills of a Successful HCISD Campus Administrator
As Identified by the Administrative Services Division
The SBEC Standards for Principals, originally adopted in 1999 and amended in 2001 must, by
regulation, serve as the foundation for the professional development activities of campus
administrators across the state. For several years, the Professional Development and Staff
Training Department of the HCISD has used the Standards for Principals as benchmarks for all
professional development programs offered.
The second page of this document includes the complete model. The pages that follow the model
are a reprint of Texas Administrative Code Title 19, Part 7, Chapter 241, Rule §241.15, the SBEC
Standards for the Principal Certificate. Following each of the identified specific abilities the
numeric codes from the HCISD model that apply to each ability can be found.
The purpose for the correlation of these two elements, completed by staff of the Professional
Development and Staff Training Department, is to assure that training designed to meet the
needs of the district by adhering to the model for successful administrators also meets the
mandate of the state regulations. Thus, all training for the department will continue to comply with
the requirements for maintaining administrative certification.
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Characteristics of a Successful
HCISD Campus / Central Office Administrator
2.3
Hiring
practices
2.2
Planning &
evaluating
Prof. Dev.
5.1
Classroom
support and
use of
observations
2.0
Developing relationships
and improving staff
effectiveness
5.0
Insights about powerful
teaching and learning
1.5
2.1
Evaluating,
coaching
and support
of staff
1.0
Central Focus on
Student Achievement
3.1
Ethical,
encouraging,
risk-taking
environment
November 2010
5.3
Strategies to
support
learning
differences
5.4
Maintenance
of
instructional
resources
Safe and Secure Environment
3.0
Results-based climate
and communication skills
3.2
Results-based,
data-driven
dialogues with
staff
5.2
High
classroom
instructional
standards
3.4
Effective
school
planning &
evaluation
3.3
Articulation of
a vision to
staff and
community
4.0
Attention to district
initiatives, district-specific
knowledge and skills, and
C & I systems
4.1
Adherence to
HCISD
policies and
operations
4.2
Management of
HCISD systems
and campus
leadership roles
4.3
Use of district
C & I designs,
resources &
tools
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Principal Leadership Development Academy
2004-2005
Texas Administrative Code
TITLE 19
EDUCATION
PART 7
STATE BOARD FOR EDUCATOR CERTIFICATION
CHAPTER 241
PRINCIPAL CERTIFICATE
RULE §241.15
Standards for the Principal Certificate
(a) The knowledge and skills identified in this section must be used by educator preparation
programs in the development of curricula and coursework and will be used by the State Board for
Educator Certification as the basis for developing the assessments required to obtain the
Standard Principal Certificate. These standards must also serve as the foundation for the
individual assessment, professional growth plan, and continuing professional education activities
required by §241.30 of this title (relating to Requirements to Renew the Standard Principal
Certificate).
(b) Learner-Centered Values and Ethics of Leadership. A principal is an educational leader who
promotes the success of all students by acting with integrity and fairness, and in an ethical
manner. At the campus level, a principal understands, values, and is able to:
(1) model and promote the highest standard of conduct, ethical principles, and integrity in
decision making, actions, and behaviors. (HCISD Model: 4.1)
(2) implement policies and procedures that encourage all campus personnel to comply
with Chapter 247 of this title (relating to Code of Ethics and Standards Practices for
Texas Educators). (HCISD Model: 4.1)
(3) model and promote the continuous and appropriate development of all learners in the
campus community. (HCISD Model: 5.2)
(4) promote awareness of learning differences, multicultural awareness, gender
sensitivity, and ethnic appreciation in the campus community. (HCISD Model: 5.3)
(5) articulate the importance of education in a free democratic society. (HCISD Model:
4.0)
(c) Learner-Centered Leadership and Campus Culture. A principal is an educational leader who
promotes the success of all students and shapes campus culture by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported
by the school community. At the campus level, a principal understands, values, and is able to:
(1) create a campus culture that sets high expectations, promotes learning, and provides
intellectual stimulation for self, students, and staff. (HCISD Model: 3.1)
(2) ensure that parents and other members of the community are an integral part of the
campus culture. (HCISD Model: 3.0)
(3) utilize strategies to ensure the development of collegial relationships and effective
collaboration of campus staff. (HCISD Model: 3.2)
(4) respond appropriately to the diverse needs of individuals within the community in
shaping the campus culture. (HCISD Model: 3.0)
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Principal Leadership Development Academy
2004-2005
(5) utilize emerging issues, trends, demographic data, knowledge of systems, campus
climate inventories, student learning data, and other information to develop a campus
vision and plan to implement the vision. (HCISD Model: 3.3)
(6) facilitate the collaborative development of a shared campus vision that focuses on
teaching and learning. (HCISD Model: 3.3)
(7) facilitate the collaborative development of a plan in which objectives and strategies to
implement the campus vision are clearly articulated. (HCISD Model: 3.3)
(8) align financial, human, and material resources to support the implementation of the
campus vision. (HCISD Model: 3.4)
(9) establish processes to assess and modify the plan of implementation to ensure
achievement of the campus vision. (HCISD Model: 3.4)
(10) support innovative thinking and risk-taking efforts of everyone within the school
community and view unsuccessful experiences as learning opportunities. (HCISD Model:
3.1)
(11) acknowledge, recognize, and celebrate the contributions of students, staff, parents,
and community members toward the realization of the campus vision. (HCISD Model:
3.2)
(d) Learner-Centered Human Resources Leadership and Management. A principal is an
educational leader who promotes the success of all students by implementing a staff evaluation
and development system to improve the performance of all staff members, selects and
implements appropriate models for supervision and staff development, and applies the legal
requirements for personnel management. At the campus level, a principal understands, values,
and is able to:
(1) collaboratively develop, implement, and revise a comprehensive and on-going plan for
professional development of campus staff which addresses staff needs and aligns
professional development with identified goals. (HCISD Model: 2.2)
(2) facilitate the application of adult learning and motivation theory to all campus
professional development, including the use of appropriate content, processes, and
contexts. (HCISD Model: 2.2)
(3) ensure the effective implementation of the professional development plan by
allocation of appropriate time, funding, and other needed resources. (HCISD Model: 2.2)
(4) implement effective, legal, and appropriate strategies for the recruitment, selection,
assignment, and induction of campus staff. (HCISD Model: 2.3)
(5) utilize formative and summative evaluation processes to further develop the
knowledge and skills of campus staff. (HCISD Model: 2.2)
(6) diagnose and improve campus organizational health and morale through the
implementation of strategies designed to provide on-going support to campus staff
members. (HCISD Model: 2.1)
(7) engage in on-going, meaningful, professional growth activities to further develop
necessary knowledge and skills, and to model lifelong learning. (HCISD Model: 2.0)
(e) Learner-Centered Communications and Community Relations. A principal is an educational
leader who promotes the success of all students by collaborating with families and community
members, responding to diverse community interests and needs, and mobilizing community
resources. At the campus level, a principal understands, values, and is able to:
(1) demonstrate effective communication through oral, written, auditory, and nonverbal
expression. (HCISD Model: 3.0)
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(2) utilize effective conflict management and group consensus building skills. (HCISD
Model: 3.2)
(3) implement effective strategies to systematically gather input from all campus
stakeholders. (HCISD Model: 3.2)
(4) develop and implement strategies for effective internal and external communications.
(HCISD Model: 3.0)
(5) develop and implement a comprehensive program of community relations which
utilizes strategies that will effectively involve and inform multiple constituencies, including
the media. (HCISD Model: 3.3)
(6) provide varied and meaningful opportunities for parents to be engaged in the
education of their children. (HCISD Model: 3.3)
(7) establish partnerships with parents, businesses, and other groups in the community to
strengthen programs and support campus goals. (HCISD Model: 3.3)
(8) respond to pertinent political, social, and economic issues that exist in the internal and
external environment. (HCISD Model: 3.1)
(f) Learner-Centered Organizational Leadership and Management. A principal is an educational
leader who promotes the success of all students through leadership and management of the
organization, operations, and resources for a safe, efficient, and effective learning environment.
At the campus level, a principal understands, values, and is able to:
(1) implement appropriate management techniques and group processes to define roles,
assign functions, delegate authority, and determine accountability for campus goal
attainment. (HCISD Model: 3.2)
(2) gather and organize information from a variety of sources for use in creative and
effective campus decision making. (HCISD Model: 3.4)
(3) frame, analyze, and creatively resolve campus problems using effective problem
solving techniques to make timely, high quality decisions. (HCISD Model: 3.4)
(4) develop, implement, and evaluate change processes for organizational effectiveness.
(HCISD Model: 3.4)
(5) implement strategies that enable the physical plant, equipment, and support systems
to operate safely, efficiently, and effectively to maintain a conducive learning
environment. (HCISD Model: 4.2)
(6) apply local, state, and federal laws and policies to support sound decisions while
considering implications related to all school operations and programs. (HCISD Model:
4.1)
(7) acquire, allocate, and manage human, material, and financial resources according to
district policies and campus priorities. (HCISD Model: 4.3 and 5.4)
(8) collaboratively plan and effectively manage the campus budget. (HCISD Model: 3.4)
(9) utilize technology to enhance school management. (HCISD Model: 3.4)
(10) utilize effective planning, time management, and organization of work to maximize
attainment of district and campus goals. (HCISD Model: 3.4)
(g) Learner-Centered Curriculum Planning and Development. A principal is an educational leader
who promotes the success of all students by facilitating the design and implementation of
curricula and strategic plans that enhance teaching and learning; alignment of curriculum,
curriculum resources, and assessment; and the use of various forms of assessment to measure
student performance. At the campus level, a principal understands, values, and is able to:
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Principal Leadership Development Academy
2004-2005
(1) use emerging issues, occupational and economic trends, demographic data, student
learning data, motivation theory, learning theory, legal requirements, and other
information as a basis for campus curriculum planning. (HCISD Model: 5.2)
(2) facilitate the use of sound research-based practice in the development and
implementation of campus curricular, co-curricular, and extracurricular programs. (HCISD
Model: 5.2)
(3) facilitate campus participation in collaborative district planning, implementation,
monitoring, and revision of curriculum to ensure appropriate scope, sequence, content,
and alignment. (HCISD Model: 5.2)
(4) facilitate the use and integration of technology, telecommunications, and information
systems to enrich the campus curriculum. (HCISD Model: 5.2)
(5) facilitate the effective coordination of campus curricular, co-curricular, and
extracurricular programs in relation to other district programs. (HCISD Model: 4.2)
(h) Learner-Centered Instructional Leadership and Management. A principal is an educational
leader who promotes the success of all students by advocating, nurturing, and sustaining a
campus culture and instructional program conducive to student learning and staff professional
growth. At the campus level, a principal understands, values, and is able to:
(1) facilitate the development of a campus learning organization that supports
instructional improvement and change through an on-going study of relevant research
and best practice. (HCISD Model: 5.2)
(2) facilitate the implementation of sound, research-based instructional strategies,
decisions, and programs in which multiple opportunities to learn and be successful are
available to all students. (HCISD Model: 5.2)
(3) implement special campus programs to ensure that all students are provided quality,
flexible instructional programs and services to meet individual student needs. (HCISD
Model: 5.3)
(4) utilize interpretation of formative and summative data from a comprehensive student
assessment program to develop, support, and improve campus instructional strategies
and goals. (HCISD Model: 5.1)
(5) facilitate the use and integration of technology, telecommunications, and information
systems to enhance learning. (HCISD Model: 5.2)
(6) facilitate the implementation of sound, research-based theories and techniques of
classroom management, student discipline, and school safety to ensure an environment
conducive to teaching and learning. (HCISD Model: 5.1)
(7) facilitate the development, implementation, evaluation, and refinement of student
activity programs to fulfill academic, developmental, social, and cultural needs. (HCISD
Model: 1.0)
(8) acquire and allocate sufficient instructional resources on the campus in the most
equitable manner to support and enhance student learning. (HCISD Model: 5.4)
Source Note: The provisions of this §241.15 adopted to be effective March 14, 1999, 24 TexReg
1616; amended to be effective June 10, 2001, 26 TexReg 3929
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