1

Running head: DIRECT LOG WEEK SEVEN

Lindsay Gigous
DIRECT Log Week Seven
Drexel University
EDUC 827: Superintendent Internship: Curriculum Models
August 7, 2016

Describe
This week I was fortunate enough to have the opportunity to meet with both the Director
of Instruction for the district and the Director of Special Education Services. I was able to sit
down with both of them individually and have a conversation about course related questions and
the way that their departments work within the district. Terri helped me to understand all of the
testing changes that have occurred in the past few years in Delaware and how that has affected
the curriculum review process at the district. Delaware has actually been through three different
standardized state tests in the past four years, which has led to all of the programs getting
reviewed yearly instead of three years, as it used to work. David helped me to understand the
transition services out of the district, which is the part of the special education service spectrum
that I am least familiar with, as I teach early intervention and elementary/middle practices to
college students. I learned that the co-op opportunities that all students attend as part of their
junior or senior years are really the piece that the district focuses on for special education
services. In most of the discipline programs, there are little services needed, as the students
mostly need reading and math intervention, and the district gives the students this by employing
what they call learning support coaches, which is different terminology than the traditional
special education teacher, although all of these coaches are trained as such. Speaking to both of
these directors gave me insight into best practices and how I can inform my future district in a
way that allows all parties to have their needs met and freedom in their roles.
Identify
The ISLLC standard that I feel is most relevant to this situation is Standard 1: A school
administrator is an educational leader who promotes the success of every student by facilitating

the development, articulation, implementation, and stewardship of a vision of learning that is

shared and supported by all stakeholders. The Drexel competency that this opportunity allowed
me to develop was leadership.
Reflect
This experience allowed me to continue focusing on my vision. I was inspired by Terris
explanation of how the district uses teachers as curriculum specialists in what she calls a 10 plus
2 contract, where they work as teachers for 10 months and curriculum specialists for the other
two. I think this is something that really aligns with my personal vision in that everyone in the
school takes a role and has a say in what is mandated. Terri explained how this really does help
the teachers to digest any changes easier because the curriculum specialists really understand
what is being asked of the teachers and can give a realistic perspective on it. I also really felt as
though the idea of a co-op for students with special needs aligned with my personal vision, as it
helps to look at the students as more than simply a number. This semester, I have been focusing
on really figuring out how my personal philosophy of teaching can work within a district, and
seeing these types of actions take place gave me confidence in my ability to make these types of
initiatives work. As I said last week, I have been discussing how other things matter besides
numbers this semester with my mentor, and this keynote gave me a way of thinking that I can
create that same type of thinking with my staff. We have become so driven by numbers, but it
truly is the experience and what the students take away and reuse that is more important.
Evaluate & Connect
In looking at the task of the week, I believe that these conversations were a great starting
point for me. In my Curriculum Models class this semester, I am asked to design a curriculum

vision, and these conversations have given me insight into what my vision looks like when I put
students first. I walked away with ideas of strategies to use in my own future district and also
had time afterwards to reflect on how I can spread the same messages to future staff members
that I oversee. Last week, I reflected on the idea of trust, and seeing how teachers expertise was
used in the district really made me see other ways that I can get staff members to trust me
without being in the classroom. When I was evaluating teachers, often I felt that the lack of
connection was due to the fact that these teachers had not seen the strategies work in person to
feel as though they could really take my advice and try some of them. This experience let me
know what that missing piece was: trust. I will need to make sure that when I become an
administrator, I share my personal experiences to build the trust as well as provide data that is
relevant to show them how these new learning strategies can work. Personally, I eagerly dive
into the resources that my superintendent provides me and jot down questions as I read, as well
as ideas that I want to talk to her about, but I have also been taking on the task of seeking outside
resources, such as webinars to help me in my professional learning. I want to encourage staff
members to engage in the same types of outside research that I engage in, but I know that is not a
reality, so I know that looking at professional development will be something that I need to take
priority in when I start working in a district.
Toward New Actions
My next steps in this situation include continuing outside research to help me with active
learning strategies, improving my own practice by trying some of these practices, and building
trust among fellow staff members by sharing resources and strategies as I use them. I will be
designing a curricular vision this semester, and I plan to use many of these conversation pieces to
plan that vision. I have also reached out to the district assessment manager so that I can further

find out about how standardized testing has been implemented in the district, and I am waiting
for a response from him so that I can meet with him.

Hours Log
8/1/16 (2 hours)
Portfolio formatting
Interview question design
8/2/16 (3 hours)
Meeting with Terri Villa, Director of Instruction
Meeting with David Jezyk, Director of Special Education Services
8/4/16 (2 hours)
Completed discussion board
Completed weekly readings
8/5/16 (3 hours)
Completed DIRECT log
Portfolio formatting
Total Hours Completed This Week: 10
Total Hours Completed This Summer: 76.5/100
Total Hours For All Internships: 281