FORM 2: REPORT OF EDAD FIELD-BASED EXPERIENCE

EDAD Fieldwork course # and title: Fall 2016 EDAD 624A

EDAD 610 Leading School Communities in a
Pluralistic Society
EDAD 612 Development of Professional
EDAD Course # and Title for current Leadership Perspectives
semester:
Students Name: Christina Gallardo Semester: Fall 2016
School Site: Tahquitz High School District: Hemet Unified School District
Email
Site Supervisor: Eric Dahlstrom contact: edahlstr@hemetusd.org

Leadership Standard(s) Met: Program Standard 6-- Visionary Leadership: actionable and sustainable
vision of teaching and learning that is responsive to the changing context of a given school.

Project expectation: Briefly describe the field experience you had planned

For the field experience, I wanted to do something that would engage both teachers and students in PBIS.
I wanted to create a buy-in to the program since this is only the second year we have had it at Tahquitz. I
planned to run a PBIS poster and video contest. I wanted each 2nd-period teacher to get their students
involved in the project. The project would serve as a great way for the educators and students to discuss
the PBIS expectations. With the Thanksgiving break, the teachers and students would have about two
weeks to complete their poster or video. Once I collected the submissions, the PBIS team would review
the presentations and pick the top 5 posters and the top 5 videos. The winners of each category would
receive a pizza party for the class. The posters would then be reduplicated and displayed throughout
campus, and the videos would be used during the PBIS lessons every Thursday.

Project outcome(s): Briefly describe the field experience you had if it differed from what you planned

The field experience went as planned for the most part. I knew we would not get 100% participation. I
was surprised by the amount of involvement that we had. There are 60 classes during 2nd period, a few of
which are PE, so there were about 50 classes that could participate. I got 30 posters and seven video
submissions. The PBIS team reviewed the posters and as a team picked the top 10 posters. I wanted to
involve the students in the voting process. I requested each 2nd-period teacher send one student to the
office to take part in the final vote. This vote would determine the top 5 posters. Due to the low
participation and the length of time is takes to create a quality video I decided to extend the video contest
through January 12, 2017.

Report of Implementation: Add attachments to verify your experience such as logs, agendas, documents,
etc.

10/17/2016 I met with an assistant principal and discussed the PBIS project. We were both seeking ways
to encourage teacher and student buy-in to PBIS. We both decided that this project would be an excellent
way to get both teachers and students on board.

11/3/2016 I explained my idea to the PBIS team. We discussed ways to implement the project best.
We determined that I would serve as the lead on this project.

11/15/2016- I sent out a school-wide email explaining the projects guidelines and expectations.

11/28/2016- Each teacher received a poster with a flyer attached explaining the contest.
 11/28/2016- 12/7/2016 I meet with teachers individually to discuss their projects. These meetings
allowed me time to see areas that still need clarification. I took the information I gained from these
meetings back to the assistant principal and the PBIS team. The feedback will help me lead the team in
the future.

11/30/2016 A reminder email was sent out to ensure that all teachers were on track and working with their
students on the project.

12/1/2016 I met with the PBIS team. I explained the areas where the teachers need more clarification.
The area of most concern was how they should be delivering each of the lessons to the students. I had the
PBIS team brainstorm ways that we can clarify this to the teachers. The PBIS videos will be a lesson
delivery option. We also came up with a plan for judging the PBIS projects.

12/7/2016 Posters were picked up from the classrooms and videos were submitted electronically. In total,
I received 30 posters and seven video submissions.

12/8/2016 The PBIS team met to review the posters and the videos. The team collectively agreed on the
top 10 posters. I decided to extend the video contest until January 12 to get more videos and allow for
more time to edit the videos. I then requested for one student from each 2nd-period class to be sent to the
office to complete the final judging to get the top 5 posters.

12/9/2016 I announced the winning classes over the loud speaker. I also took the time to congratulate all
the students and the teachers for taking the time to work together on the project. Each teacher and student
put so much effort into better understanding PBIS and showing it on a poster.

12/15/2016 The winning classes received their pizza party. I went around to each class during their pizza
party to talk to the teachers and the students. The feedback that I received was mostly positive. The
students all said they enjoyed working on an artistic project. One student told me that she liked being
able to put more meaning behind the concepts. One teacher said the students looked forward to working
on the project. The only negative feedback I received was that they wanted to have more time to work on
the projects.
Self-evaluation and reflection: What did you learn about leadership for yourself in the context of others?

In reflecting on my field work project, I am overall pleased with the outcome. I created an

opportunity for both the teachers and the students to be involved working towards a common goal.

The project allowed for a valuable collaboration time in which the faculty and students discussed the

PBIS expectations at length. My vision for this project went beyond creating great posters and

exciting videos. My hope was for this project to give teachers and students a chance to discuss the

expectations in depth and gain a deeper understanding.

I learned several valuable leadership lessons while completing this field study project. The first

is to make sure the teachers feel supported when asking them to do something extra in their day. To

help the teachers, I offered time for them to talk and discuss not just the project but PBIS in general. I

also provided supplies and anything necessary to complete the posters or videos. I did not want this

to be a burden on the teachers. I also extended the time for the video contest because the videos

required more time to complete. Another reason I extended the due date for the videos was because

this period of the year for finals and class projects and I did not want to take away from academics.

Another lesson I learned was the value of stating that participation is the expectation. I have

noticed that many times teachers will respond to the minimal amount to get the job done. If it is

unclear the expectation is for them to participate, they will not take part. I tried to overcome this by

declaring the value of their participation in each of my communications to the teachers. Participation

was not 100%, but the majority of the teachers did participate. The teachers that were not involved

spoke with me individually, and I excused them from the project.

During this process, I had many opportunities to communicate and grow as a future leader.

Constructing email communications that went to all administrators and teachers was a valuable
experience. I realized I need to be concise and still explain the expectations I have for the staff. I was

also able to be there for the staff and encourage them along the way. In evaluating the field study

experience, if I could complete this same project over again I would change two elements. I would

allow for more time to carry out the project, and I would also schedule the project at some point

during the first two months of the school year. This project would be a great introductory lesson to

PBIS, and it would allow the students to dig into each expectation and set a foundation for the

remainder of the school year. Overall, I am pleased with my experience as it was an opportunity to

learn and grow as an educational leader.

Student Signature: Date:

Site Supervisor Approval: Date:

University Supervisor Approval: Date:

Feedback and constructive suggestions: