Clinical Professional Notes

My clinical experiences were wide and rich due to the goals set during this process. I

wanted to learn how administrators determine meaningful professional development and how

special education programs are impacting student learning. Another goal was to learn how to be

an effective manager within an administrative role, and I wanted to learn how administrators

determine the health of PLCs. The experiences gained through this clinical are invaluable.

The first large goal I tackled was “How do administrators determine the health of PLCs?”

I began with my mentor and then my own PLC receiving their feedback. I came up with an

anonymous survey on google docs that only I would have rights to. The survey was also face-to-

face. I would ask the individual teachers the questions and type their answers for them on my

computer. I found this freed them from the “not another survey” groan and most were happy to

help with my clinical. What I learned from this survey was the most effective way to get honest

feedback from staff. This met the ISSL standard #2. This was what I wanted to accomplish in

my third goal while also determining how we are doing in our PLCs.

Another goal I had during my clinical was to learn how special education, 504, and ELL

programs are impacting student learning. Throughout my clinical I connected with the special

education community to meet this goal. I joined a district-wide Special Education Committee

and sat in on many IEP meetings. The best experience for this goal was my time spent with Ms.

Ragan. She showed me how to create an IEP from a teacher’s perspective and talked to me

about how the AEA is involved in the process. I am much more knowledgeable about the

documentation now in an IEP meeting thanks to her. I want to continue this goal into next year

as I feel I have only scratched the surface for this goal. I want to learn more about 504 plans and

ELL programs. This goal was intended to meet ISSL standard 4.

 A third goal I had was to learn how administrators determine professional development

that is meaningful to the staff. My mentor was key to my learning for this goal. He gave me

books that the district was reading for book studies such as Focus by Mike Schmoker. This gave

me an insight as to how to research the vision for professional development. I need to do more

work on this goal. I fell short of where I wanted to here. This goal was intended to meet ISSL

standards 1 and 2.

The last large goal that summarizes my experience was my management goal. I had the

opportunity to be the Student Advisory Manager (SAM) for over a month. This allowed me to

work on management in the front office as an administrator. Each day was something

completely different as the main role was the disciplining of students. I had to adapt to crisis

mode in this role. There would be stretches of an hour or so where I would have no students in

trouble or teachers in need of anything. Then I would have several students sent to the office at

the same time needing to see an administrator. This was crisis mode management. I was used to

controlling my classroom’s ebb and flow. What I learned about the front office is that I need to

be extremely flexible and quick to respond. I feel I completed this goal which is intended to

meet ISSL standard 3.

My first clinical experience has been fulfilling. I have learned much from my mentor and

gained an even greater respect for what he does. I feel I have met the majority of my CLP goals

this year. I will continue working on how special education programs impact student learning

and how administrators determine professional development.