Liz V. LopezELAD 610 ePortfolio0 / 150 h
Work in progress

Unfinished Sections

203 placeholders remain across 13 pages. Each one names exactly what goes there.

Home1
  1. Welcome paragraph in Liz's voice: who you are, why this internship, and what the reader will find here.

Open Home

About Me2
  1. Profile photo of Liz V. Lopez (headshot)
  2. Bio: background, current role, years in education, and why district leadership.

Open About Me

Action Plan24
  1. Task 1 timeline date
  2. Task 2 timeline date
  3. Task 3 timeline date
  4. Task 4 timeline date
  5. Task 5 timeline date
  6. Task 6 timeline date
  7. Task 1 start date
  8. Task 1 completion date
  9. Module 3 learning objectives (copy from Canvas)
  10. Task 2 start date
  11. Task 2 completion date
  12. Module 2 learning objectives (copy from Canvas)
  13. Task 3 start date
  14. Task 3 completion date
  15. Module 4 learning objectives (copy from Canvas)
  16. Task 4 start date
  17. Task 4 completion date
  18. Module 5 learning objectives (copy from Canvas)
  19. Task 5 start date
  20. Task 5 completion date
  21. Rubric item learning objectives (copy from Canvas)
  22. Task 6 start date
  23. Task 6 completion date
  24. Module 6 learning objectives (copy from Canvas)

Open Action Plan

Task 1: Strategic Plan25
  1. Answer to guiding question 1 (Task 1): Where are we?
  2. Answer to guiding question 2 (Task 1): What do we have to work with?
  3. Answer to guiding question 3 (Task 1): Where do we want to be?
  4. Answer to guiding question 4 (Task 1): How do we plan to get there?
  5. Strategic plan, "Where are we?": what the Elizabeth Public Schools plan says.
  6. Strategic plan, "What do we have to work with?": what the Elizabeth Public Schools plan says.
  7. Strategic plan, "Where do we want to be?": what the Elizabeth Public Schools plan says.
  8. Strategic plan, "How do we plan to get there?": what the Elizabeth Public Schools plan says.
  9. Data source 1
  10. How gathered
  11. What it informed
  12. Data source 2
  13. How gathered
  14. What it informed
  15. Data source 3
  16. How gathered
  17. What it informed
  18. Elizabeth Public Schools strategic plan: The district's current Strategic Plan (link or PDF).
  19. Notes from interviews with senior administrators: Interview notes on the plan's goals, monitoring process, and data sources.
  20. Analysis and reflection: Your written analysis of the plan (also summarized in the Reflection section).
  21. Task 1, PSEL 1: 2 to 3 sentences on how the evidence meets "Mission, Vision, and Core Values".
  22. Task 1, PSEL 4: 2 to 3 sentences on how the evidence meets "Curriculum, Instruction, and Assessment".
  23. Task 1, PSEL 9: 2 to 3 sentences on how the evidence meets "Operations and Management".
  24. Task 1, PSEL 10: 2 to 3 sentences on how the evidence meets "School Improvement".
  25. Task 1 reflection: How does the superintendent address student achievement through the plan, and what does the process for meeting its goals reveal about district leadership?

Open Task 1: Strategic Plan

Task 2: Board of Education Meetings50
  1. Answer to guiding question 1 (Task 2): The NSBA names four board roles: vision, structure, accountability, and advocacy. How does the board maintain them, and what is the superintendent's job in supporting them?
  2. Meeting 1 date
  3. Meeting 1 district
  4. Meeting 1 location
  5. Meeting 1 meeting type
  6. Meeting 1: agenda (PDF or link)
  7. Meeting 1: minutes, if available
  8. Meeting 1: superintendent's role observed.
  9. Meeting 1: assistant superintendent's role observed.
  10. Meeting 1: how the board made decisions observed.
  11. Meeting 1: who attended and public participation observed.
  12. Meeting 1, Vision: how the board maintained this role.
  13. Meeting 1, Structure: how the board maintained this role.
  14. Meeting 1, Accountability: how the board maintained this role.
  15. Meeting 1, Advocacy: how the board maintained this role.
  16. Reflection on Meeting 1: what the superintendent's involvement, procedures, and rules revealed about how this board works.
  17. Meeting 2 date
  18. Meeting 2 district
  19. Meeting 2 location
  20. Meeting 2 meeting type
  21. Meeting 2: agenda (PDF or link)
  22. Meeting 2: minutes, if available
  23. Meeting 2: superintendent's role observed.
  24. Meeting 2: assistant superintendent's role observed.
  25. Meeting 2: how the board made decisions observed.
  26. Meeting 2: who attended and public participation observed.
  27. Meeting 2, Vision: how the board maintained this role.
  28. Meeting 2, Structure: how the board maintained this role.
  29. Meeting 2, Accountability: how the board maintained this role.
  30. Meeting 2, Advocacy: how the board maintained this role.
  31. Reflection on Meeting 2: what the superintendent's involvement, procedures, and rules revealed about how this board works.
  32. Meeting 3 date
  33. Meeting 3 district
  34. Meeting 3 location
  35. Meeting 3 meeting type
  36. Meeting 3: agenda (PDF or link)
  37. Meeting 3: minutes, if available
  38. Meeting 3: superintendent's role observed.
  39. Meeting 3: assistant superintendent's role observed.
  40. Meeting 3: how the board made decisions observed.
  41. Meeting 3: who attended and public participation observed.
  42. Meeting 3, Vision: how the board maintained this role.
  43. Meeting 3, Structure: how the board maintained this role.
  44. Meeting 3, Accountability: how the board maintained this role.
  45. Meeting 3, Advocacy: how the board maintained this role.
  46. Reflection on Meeting 3: what the superintendent's involvement, procedures, and rules revealed about how this board works.
  47. Task 2, PSEL 2: 2 to 3 sentences on how the evidence meets "Ethics and Professional Norms".
  48. Task 2, PSEL 8: 2 to 3 sentences on how the evidence meets "Meaningful Engagement of Families and Community".
  49. Task 2, PSEL 9: 2 to 3 sentences on how the evidence meets "Operations and Management".
  50. Task 2 reflection: Across the three meetings, how did each board maintain its four roles, and what did the superintendent do to support them?

Open Task 2: Board of Education Meetings

Task 3: Superintendent Interview22
  1. Answer to guiding question 1 (Task 3): What behaviors and answers have you seen that reflect successful district leadership, especially forecasting, planning, and communicating with boards, students, staff, parents, and the community?
  2. Interview date
  3. Interview location
  4. Interview: superintendent or designee (title only)
  5. Interview: in person, video, or phone
  6. Response notes for question 1 (Budget).
  7. Response notes for question 2 (Budget).
  8. Response notes for question 3 (Negotiations).
  9. Response notes for question 4 (Hiring / Firing).
  10. Response notes for question 5 (Hiring / Firing).
  11. Response notes for question 6 (Student Sub-Groups).
  12. Response notes for question 7 (Community Outreach).
  13. Response notes for question 8 (Community Outreach).
  14. Response notes for question 9 (Classroom Observations).
  15. Response notes for question 10 (Tenure Process).
  16. Interview notes or summary of answers: Notes or a summary of the superintendent's answers to the 10 questions.
  17. Reflection: Written reflection on the interview (also in the Reflection section).
  18. Task 3, PSEL 3: 2 to 3 sentences on how the evidence meets "Equity and Cultural Responsiveness".
  19. Task 3, PSEL 6: 2 to 3 sentences on how the evidence meets "Professional Capacity of School Personnel".
  20. Task 3, PSEL 8: 2 to 3 sentences on how the evidence meets "Meaningful Engagement of Families and Community".
  21. Task 3, PSEL 9: 2 to 3 sentences on how the evidence meets "Operations and Management".
  22. Task 3 reflection: Which answers or behaviors reflected successful district leadership, especially in forecasting, planning, and communicating with boards, students, staff, parents, and the community?

Open Task 3: Superintendent Interview

Task 4: Superintendent Professional Growth29
  1. Answer to guiding question 1 (Task 4): How do the PGP goals connect to the district goals in the strategic plan?
  2. Answer to guiding question 2 (Task 4): How does the district leader model lifelong learning?
  3. Answer to guiding question 3 (Task 4): Compare urban, suburban, and rural superintendent work (Wallace report).
  4. PGP goal 1
  5. Strategic plan goal linked to PGP goal 1
  6. PGP goal 2
  7. Strategic plan goal linked to PGP goal 2
  8. PGP goal 3
  9. Strategic plan goal linked to PGP goal 3
  10. Scale and complexity, urban
  11. Scale and complexity, suburban
  12. Scale and complexity, rural
  13. Board and community relations, urban
  14. Board and community relations, suburban
  15. Board and community relations, rural
  16. Time spent in schools, urban
  17. Time spent in schools, suburban
  18. Time spent in schools, rural
  19. Central office support, urban
  20. Central office support, suburban
  21. Central office support, rural
  22. Module 5 discussion post (Urban Superintendents), once submitted.
  23. Superintendent's PGP (or NJDOE sample PGP template): The superintendent's Professional Growth Plan, or the NJDOE sample template if none exists.
  24. Notes on the CSA superintendent evaluation: Notes on the NJ School Boards CSA Superintendent Evaluation and how it is used here.
  25. Reflection: Written reflection (also in the Reflection section).
  26. Task 4, PSEL 2: 2 to 3 sentences on how the evidence meets "Ethics and Professional Norms".
  27. Task 4, PSEL 6: 2 to 3 sentences on how the evidence meets "Professional Capacity of School Personnel".
  28. Task 4, PSEL 10: 2 to 3 sentences on how the evidence meets "School Improvement".
  29. Task 4 reflection: How does district leadership make decisions, who helps, and what role does the Board play in the superintendent's success?

Open Task 4: Superintendent Professional Growth

Task 5: Central Office Personnel12
  1. Answer to guiding question 1 (Task 5): How does the superintendent use central office personnel in decisions?
  2. Answer to guiding question 2 (Task 5): How does the superintendent delegate leadership to reach district goals?
  3. Org chart: identify the role for a placeholder node
  4. Org chart: identify the role for a placeholder node
  5. Org chart: identify the role for a placeholder node
  6. District organizational chart: The official Elizabeth Public Schools organizational chart.
  7. Job descriptions for central office roles: Job descriptions obtained from the Director of Personnel.
  8. Interview notes and reflection: Notes from interviews with central office staff.
  9. Task 5, PSEL 6: 2 to 3 sentences on how the evidence meets "Professional Capacity of School Personnel".
  10. Task 5, PSEL 7: 2 to 3 sentences on how the evidence meets "Professional Community for Teachers and Staff".
  11. Task 5, PSEL 9: 2 to 3 sentences on how the evidence meets "Operations and Management".
  12. Task 5 reflection: What did investigating central office responsibilities reveal about how the superintendent delegates leadership to reach district goals?

Open Task 5: Central Office Personnel

Task 6: A Day with the Superintendent14
  1. Answer to guiding question 1 (Task 6): What daily behaviors show that the superintendent believes in high expectations and accountability for all students and staff?
  2. Replace the example entry with the first real entry from the shadow day. Sample entry showing the format. Replace it with what actually happened: what was discussed, decisions made, and what you noticed about expectations and accountability.
  3. Shadow day photo 1 (with permission; no identifiable students)
  4. Shadow day photo 2 (with permission; no identifiable students)
  5. Shadow day photo 3 (with permission; no identifiable students)
  6. Shadow day photo 4 (with permission; no identifiable students)
  7. Hour-by-hour log of the day: The full shadow-day log (also shown in the timeline above).
  8. Photos or documents (with permission): Only post photos with permission; no identifiable students.
  9. Reflection: Written reflection (also in the Reflection section).
  10. Task 6, PSEL 1: 2 to 3 sentences on how the evidence meets "Mission, Vision, and Core Values".
  11. Task 6, PSEL 5: 2 to 3 sentences on how the evidence meets "Community of Care and Support for Students".
  12. Task 6, PSEL 7: 2 to 3 sentences on how the evidence meets "Professional Community for Teachers and Staff".
  13. Task 6 reflection: What daily behaviors showed that the superintendent believes in high expectations and accountability for all students and staff?
  14. Module 6 discussion post (Outstanding Superintendent Leadership), once submitted.

Open Task 6: A Day with the Superintendent

Time Log2
  1. Time log entries (150 hours), tagged with PSEL standards and tasks
  2. Time Log Mentor Signature Form, signed by Kathy Badalis, Ed.D. (upload the PDF)

Open Time Log

PSEL Alignment10
  1. PSEL 1: one-sentence plain-language description.
  2. PSEL 2: one-sentence plain-language description.
  3. PSEL 3: one-sentence plain-language description.
  4. PSEL 4: one-sentence plain-language description.
  5. PSEL 5: one-sentence plain-language description.
  6. PSEL 6: one-sentence plain-language description.
  7. PSEL 7: one-sentence plain-language description.
  8. PSEL 8: one-sentence plain-language description.
  9. PSEL 9: one-sentence plain-language description.
  10. PSEL 10: one-sentence plain-language description.

Open PSEL Alignment

Final Reflection5
  1. Final reflection, Where I Am Now: Where you are now as a district-level leader after the internship.
  2. Final reflection, Skills I Still Need: The skills you still need to lead a district.
  3. Final reflection, Knowledge I Still Need: The knowledge you still need to lead a district.
  4. Final reflection, Dispositions I Still Need: The dispositions you still need to lead a district.
  5. Next steps: a short list of 3 to 5 concrete actions after the internship.

Open Final Reflection

References7
  1. Verify year, author, or URL from Canvas
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  5. Verify year, author, or URL from Canvas
  6. Verify year, author, or URL from Canvas
  7. Verify year, author, or URL from Canvas

Open References