Reflective Essay Journal

Intern Name: Kevin W. Bord

College Supervisor: Dr. Oliverio
Site Supervisor: Dr. Glass
Rubric for Reflective Essays
Name: Kevin W. Bord Date: April 1, 2017
College Supervisors Score________________/100
Project Standard: 1 Vision; 2 Culture/Instruction; 3 Management; 4 Collaboration; 5
Integrity/Ethical/Fairness; 6 Political/Social/Economic/Legal/Cultural
Exemplary 23-22 Proficient 21-18 Unacceptable 17-below
Evidence of Leadership The essay demonstrates The essay demonstrates The essay demonstrates
and Administrative Skills candidates superior candidates strong candidates minimal or no
understanding of the understanding of the understanding of the current
current knowledge and current knowledge and knowledge and practice
(23 points possible) practice of effective practice of effective of effective leadership
leadership skills such as leadership skills such as skills such as collaboration,
collaboration, collaboration, communication,
communication, communication, interaction with key
_____21______/23
interaction with key interaction with key stakeholders, identifying
stakeholders, identifying stakeholders, identifying and resolving problems,
and resolving problems, and resolving problems, organizational skills and
organizational skills and organizational skills and applying multiple
applying multiple applying multiple perspectives to problems
perspectives to problems perspectives to problems
Professional Growth The essay demonstrates The essay demonstrates The essay demonstrates
Through Analysis candidates superior candidates strong candidates minimal or no
professional growth professional growth professional growth through
through the analysis of through the analysis of the analysis of experiences
(23 points possible) experiences and changing experiences and and changing assumptions
assumptions and changing assumptions and beliefs. There is
beliefs. There is superior and beliefs. There minimal or no evidence of
evidence of new learning is strong evidence of new learning
______21_____/23
(being new learning (being (being stretched). Self-
stretched). Thoughtful stretched). Self- assessment comments are
self-assessment comments assessment comments not found
are included are included
Application of Standards, The essay demonstrates The essay demonstrates The essay demonstrates
Skills and Dispositions candidates superior candidates strong candidates minimal or no
application of the ELCC application of the ELCC application of the ELCC
Standard and the skills and Standard and the skills Standards and the skills
dispositions to be and dispositions to and dispositions to be
addressed for the be addressed for the addressed for the standard.
(22 points possible) standard. Responses to standard.
Questions 2 & 3 cite HOW
Performances
______20____/22 and Dispositions have
been developed
Artifact The artifact demonstrates The artifact No artifact is provided or
candidates superior ability demonstrates minimally demonstrates
to complete the project and candidates strong candidates ability to
(22 points possible) will be a valuable addition ability to complete the complete the project and
to the interns portfolio project and is acceptable should not be included in
for inclusion in the the portfolio
portfolio
_____20_______/22
Meaning/Focus/Grammar All writing is easily Most of the writing is Some of the writing is
understood, remains on easily understood, understood, does not remain
topic, and has 0-1 grammar remains on topic and has on topic and has 4 or more
(10 points possible) errors 2-3 grammar errors grammar errors

_____10____/10
 Proposed Internship Project Form
for Building-Level Administrators

Name Kevin W. Bord Site Supervisor Dr. Lindsey Glass

Ohio Standards for Principals Addressed

ELCC Standard I: Vision of Learning

A school administrator is an educational leader who promotes the success of all students by
facilitating the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the greater school community.
PROJECT TITLE:
Creation of a Leveled Library for Schoolwide Reading Improvement
OUTLINE OF PROJECT:
(Focus your outline on activities where you will serve in a leadership role, including how you will collaborate
with key stakeholders.)
In analyzing the Ohio Department of Education School Report Card, our NWEA MAP test data from

the previous several years and the performance of students in both general education and special

education environments, it became clear that there is a gap between our schools mean score and the

national norms. The Campus International School is a collaboration between Cleveland State

University and The Cleveland Metropolitan School District. It is an International Baccalaureate

program that has grown from an elementary school into an elementary and middle school. In the

coming 2017/18 school-year we will have our first high school class as the students of the class of

2021 enter their freshman year. While the school performs better than the average for Cleveland

Public schools, in a number of areas, there are a significant number of general education students

who struggle with grade level reading and writing. Similarly, the students with special education

needs lag behind what might be expected for students who have had reading intervention for some

number of years. I am working in the middle school, or South Campus. While the school has an

informal lending library of several hundred books, this library is an unstaffed collection of donated

materials, many of them well-worn and irrelevant to the students in our school. The organization of

the books has, to this point, been along lines of correlation to International Baccalaureate themes.

Two critical flaws in the organization are that there has been no selection or identification of high

interest materials and there has been no effort made to level the materials so that students who are

reading anywhere from 2nd grade levels to 9th grade levels have easy access to materials at their

respective levels. Seeing this I took my idea, to reorganize the library to a more useful and

appropriate model, to administration. The IB coordinator, who had worked with a parent volunteer to

create the library, was excited about the project. I enlisted the help of my students to identify high

interest materials. We will select 100 books for the initial levelled library, research their Lexile

Level, Guided Reading Level and Grade level, sort them according to those levels and rearrange the

library to create a special section for these selected materials.

Additional information as requested from initial submission.

1. Students from the reading intervention classes will be taken to the library, to select

approximately 100 books that are interesting to them.

2. I will use The Book Wizard at Scholastic.com to identify the Lexile, Grade and or Guided

Reading Levels for each book.

3. I will create an inventory / quick reference sheet for all of the titles in the new leveled library.

4. Books will be grouped, according to grade level, into four categories; 1-2., 3-5, 6-8, and 9-12.

5. The books will be identified with a band of colored duct tape across their bindings.

6. The color-coded books will be placed in plasit bins according to their level/color.

7. The color-coded books in their corresponding bins, will be reintroduced into the library and

placed on shelves designated for the leveled library.

NEEDS ASSESSMENT & EVALUATION:
(How will you gather, analyze, and use data to guide your work? How will you assess the projects progress
and evaluate your results?)
The data collection and analysis related to school and standardized testing score indicated that
something additional needed to be done to promote and facilitate reading among the students. Data
about the existing library will be collected through interviewing the IB coordinator to determine the
current and past status and use of the library. Students will then provide expert feedback into what
materials are of interest to them by selecting those titles that they are interested in reading. Finally,
Lexile, Guided Reading and grade level data will be collected through Scholastic.coms Book
Wizard web-application and books will be sorted and arranged according to that data.
ELCC PERFORMANCES (SKILLS) TO BE ADDRESSED (#s & words):
ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the success of every
student by acting with integrity, fairness, and in an ethical manner to ensure a school system of
accountability for every students academic and social success by modeling school principles of self-
awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school;
safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral
and legal consequences of decision making in the school; and promoting social justice within the school to
ensure that individual student needs inform all aspects of schooling.

ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of
accountability for every students academic and social success.

ELCC 5.5: Candidates understand and can promote social justice within the school to ensure that individual
student needs inform all aspects of schooling.

ELCC DISPOSITIONS (ATTITUDES) TO BE ADDRESSED (#s & words):

ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the success of every
student by acting with integrity, fairness, and in an ethical manner to ensure a school system of
accountability for every students academic and social success by modeling school principles of self-
awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school;
safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral
and legal consequences of decision making in the school; and promoting social justice within the school to
ensure that individual student needs inform all aspects of schooling.

ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity within
the school.

ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision
making in the school.
OHIO PRINCIPAL STANDARDS ADDRESSED:
1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress
toward achieving the goals.
Principals lead the change process for continuous improvement

3 Principals allocate resources and manage school operations in order to ensure a safe and productive
learning environment.
Principals institute procedures and practices to support staff and students and establish an environment
that is conducive to learning.

4 Principals establish and sustain collaborative learning and shared leadership to promote learning and
achievement of all students.
Principals promote a collaborative learning culture. Principals share leadership with staff, students,
parents, and community members.

5 Principals engage parents and community members in the educational process and create an environment
where community resources support student learning, achievement and well being.
Principals involve parents and community members in improving student learning.

SUPPORTIVE ARTIFACTS (TO BE SUBMITTED WITH ESSAYS):

A spreadsheet of all, of the books in the initial leveled library will be submitted as an artifact.
 ED 647 Project 1Reflective Essay:

Through the completion of this project my assumptions and beliefs have changed in a

couple of ways. I was surprised by the lack of interest in the project by the larger administrative

team. The IB coordinator who had been the de-facto library administrator up to that point was

excited but the principal and assistant principal were not at all engaged or interested in this or

any of my projects. In their defense, the second surprise/changed assumption was that they had

little or no time to be engaged meaningfully in this or any number of ongoing projects for lack of

adequate staffing and district support. The district, while making heroic efforts toward improving

the schools is still underfunded, understaffed and, in this case, according to administration at this

school, building the plane while flying it.

The ELCC performances (skills) that I developed are ensuring that students of all levels

have access to materials at their level. That the materials address the diversity of the school

population and that students have input into the material sused in their education.

ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the

success of every student by acting with integrity, fairness, and in an ethical manner to ensure a

school system of accountability for every students academic and social success by modeling

school principles of self-awareness, reflective practice, transparency, and ethical behavior as

related to their roles within the school; safeguarding the values of democracy, equity, and

diversity within the school; evaluating the potential moral and legal consequences of decision

making in the school; and promoting social justice within the school to ensure that individual

student needs inform all aspects of schooling.

ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school

system of accountability for every students academic and social success.

ELCC 5.5: Candidates understand and can promote social justice within the school to ensure that

individual student needs inform all aspects of schooling.

The ELCC dispositions (attitudes) that I developed through this project are, acting with

integrity and fairness in making sure that the new leveled library is accessible and relevant to all

students, safeguarding equity and democracy in the process as well as being mindful of the moral

and legal importance of these actions.

ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the

success of every student by acting with integrity, fairness, and in an ethical manner to ensure a

school system of accountability for every students academic and social success by modeling

school principles of self-awareness, reflective practice, transparency, and ethical behavior as

related to their roles within the school; safeguarding the values of democracy, equity, and

diversity within the school; evaluating the potential moral and legal consequences of decision

making in the school; and promoting social justice within the school to ensure that individual

student needs inform all aspects of schooling.

ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and

diversity within the school.

ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences

of decision making in the school.

In the next iteration of a project of this type I would try to identify funds to acquire new or newer

books, e-books and internet interactive books. In the end we still had a pretty dated and

marginally interesting selection of books in the new leveled library.

(See Artifact on following Pages)

CAMPUS INTERNATIONAL SOUTH CAMPUS LEVELED LIBRARY
REVIEW: GRADES 1-2, GREEN

Adventures of Beekle
Amazing Spiderman; Clash with the Rhino
Chocolate Me
Come on Rain
Corduroy
Eggs
How Oliver Olson Changed the World
Horrible Harry and the Kickball Wedding
Irene and the Big Fine Nickle
Oh! Say Can You Say
Sophie and the City
Two Bad Ants

PRACTICE: GRADES 3-5, ORANGE

A Cricket in Time Square

A Light in the Attic
A New Coat for Anna
A True Book About China
All About Owls
All About Turtles
American Tall Tales
Animal Fact Animal Fable
At 1600 Pennsylvania Avenue
The Battle Begins
Beginning to End; The Cocoa Bean
The Boy Who Drew Birds
Britain and the British
Building Blocks of Matter; Atoms and Molecules
Campy; The Story of Roy Campanella
Cant You Make Them Behave, King George?
Chicken Sunday
Chocolate by Hershey
The Code
Comeback of the Homerun Kid
Contemporary Reader
Do Whales Have Belly Buttons?
The Enormous Crocodile
Girls to the Rescue
Goosebumps; Attack of the Mutant
Gooney Bird Green
The Green Book
Helen Keller; Her Life in Pictures
Herbie Jones
I, Matthew Henson
Kubla Khan; Emperor of Everything
Luba and the Wren
Magic Treehouse; Season of Sandstorms
The Missing Mummy
The Mystery of the Stolen Bike
Native Americans
The New Kid on the Block
Number the Stars
The Pet-Sitters Club; Donkey Rescue
Roberto Clemente; Young Baseball Hero
Salsa Stories
The Shimmershine Queens
Stevie
Stink and the Incredible Super Galactic Jaw Breaker
Surprises According to Humphrey
Teammates
The Terrible Mr. Twitmyer
Twenty Ten
When Marion Sang
X-treme Sports Cutting Edge

CHALLENGE: GRADES 6-8, BLUE

A Series of Unfortunate Events

African Acrostics
The BFG
Blizzard
The Borrowers Aloft
Charlottes Web
Compete Like a Champion: Track and Field Throws
Everything Ancient Egypt
The Fall of Fergal
Girls Who Rocked the World
Grace Makes It Great
Goosebumps; Horrorland, The Horror at Chiller House
The Gossip File
Guinness World Records Deadly Disasters
Hiroshima
Inventions That Shape the World; The Automobile
Inventions That Shape the World; Motion Pictures
Jungle Survivors Guide
The Lemonade War
Library of Science; The Animal World
National Geographic Kids; Tornadoes
One Day in the Alpine Tundra
Poetry for Young People; American Poetry
Snow Treasure
Sounder
Sports Heroes and Legends; Wilma Rudolph
The Tattooed Potato
Tera Cota Soldiers; Army of the Past
The Tiger Rising
True Stories of the Second World War
Two Minute Mysteries
Percy Jacksons Greek Gods
Puppies, Dogs and Blue Northers
The Roar of the Crowd
The Shadowlands #3
Vampire Plagues
Yellow Star

ACCELLERATED: GRADES 9-12, SILVER

African American Literature

Bronx Masquerade
Drawing from Memory
Great Speeches of African Americans
The Greatest; Muhammed Ali
Sacajawea
Toning the Sweep
Tupac