Running head: GAYLOR PRACTICUM PROPOSAL

Texas State UniversitySan Marcos

College of Education
Education and Community Leadership Program

EDCL 6387

Practicum Proposal
by
Leroy Gaylor

Submitted in Partial Fulfillment of the

Requirements for the Masters Degree and Principal Certification
in Educational Leadership

September 14, 2015

GAYLOR PRACTICUM PROPOSAL

Practicum Proposal
Strengths and Challenges
Throughout my 14 years as a teacher, I have encountered many students and
administrators who provided me with viable solutions to most problems within the school
environment. I believe that one of my strength during the practicum will be my ability to assess
the needs of the teacher. In addition, as a disciplinary scholar, I will find solutions to most
disciplinary issues encountered during the practicum experience. I intend to use my problem
solving skills and disciplinary savviness at Wagner High School when the opportunity arises.
On the other hand one challenge I may encounter are technological competence. I have
yet to develop proficiently in this area. However, during the practicum my plan is to enhance my
computer skills with the use of a tutor. Another challenge is remaining objective while acquiring
feedback from teachers, students and parents. Since I have served in the educational field for 14
years it is sometimes difficult not to place blame on students and parents when issues arise.
While soliciting feedback, my plan is to envision myself as a principal, a neutral role, and remain
open minded. A third challenge is my need to please everyone in all situations. I am aware that
this will create ambiguity in the workplace. In order to counter this issue I plan to follow school
guidelines and practice good active listening skills as situations arise.
Action Research
The focus of my action research is the dropout rate at Wagner High. The school reported a
dropout rate of 7 percent, which is significantly higher than the state and national average. In an
article written by Stetser and Stillwell (2014), the authors reported the four-year adjusted cohort
graduation rate, the average freshman graduation rate (AFGR), and high school event dropout
rates to track trends. It is important to note that the data collected was gathered from all fifty
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GAYLOR PRACTICUM PROPOSAL

states to include the District of Columbia. The most interesting feature of this article is the
ability to compare the school dropout rates between states for 2010-2012 school years as well as
develop a trend chart for any particular state. For example, for school year 2010-2011, Texas
reported a 2.4 dropout rate and in 2011-2012 Texas reported a 2.5 percent dropout rate, which
indicates a slight increase. According to Stetser and Stillwell (2014), Texas is one of twenty
four states that reported a dropout rate below the nations dropout rate average, which remained
constant at 3.3 percent for both SY 201011 and SY 201112 (p. 4). I will use this resource
when drafting a plan to decrease the schools dropout rate during my practicum. The goal is to
make recommendations to reduce the schools dropout rate based on the data available.
Knowing the state average will serve as a useful as I encourage the administrators to strive
towards reaching or beating the dropout rate average
In order to maintain students academic interest teachers must be equipped to effectively
deliver the lesson plans. However, to maintain student interest, teachers must understand the
needs of the student and the parents. Therefore, during my experience at the Wagner High
school, I will assess the needs of teachers, parents, and students. Denhardt, Denhardt and
Aristigueta (2013) mentioned that in order to motivate others one must assess the needs of
individuals. One popular needs theory the authors mentioned relevant to my practicum was
Maslow hierarchy of needs. Maslow suggested that our needs influence our behavior. Denhardt
et al. (2013) also explored the concept of expectancy theory, which states that individuals will be
more motivated when they know their actions will produce a positive outcome (p. 170).
Another concern at the Wagner High school is student disciplinary issues. One objective
of interest during my practicum experience is to pilot two or more effective techniques to
improve students discipline in the classroom, relevant to their academic and personal success.

GAYLOR PRACTICUM PROPOSAL

As I reflected on my past experience as a teacher, I can recall spending more time with student
with disciplinary issues and significantly less time with student who were well behaved.
Unfortunately, the well behaved students sometimes dropout of school due to disruptions in the
classroom. In addition, I can recall teachers who felt unsafe due to discipline issues in the
classroom. Sullivan, Johnson and Owens (2014) completed a study to determine the frequency
and type of negative behaviors that were present in the classroom and the extent to which
students behavior was of concern to teachers in the classroom setting and how teachers managed
these behaviors (p. 43). Sullivan et al. (2014) mentioned that maintaining an orderly classroom
environment was essential not only for the students academic success but just as important for
the teachers wellbeing.
My final objective during my practicum experience is to plan two activities involving
parents and the community that align with identified needs relevant to students academic and
personal success. Kladifko (2013) discussed the importance of the school leaders role in the
community. The author mentioned that although schools are located in the community, they are
often an isolated entity. Kladifko (2013) viewed this as unfortunate because he believes schools
that effectively communicate with their external communities in some organized way will
enhance their chances of getting better public support and will receive more resources that will
help educate students better (p. 54). The author also suggested school leaders must have
knowledge and understanding of various external and internal entities in their school
community (p. 54). The author believes interaction within the community is essential for the
success of schools and partnership between school and the community is based on trust and
communication.

GAYLOR PRACTICUM PROPOSAL

My research and action plan may have a positive effect not only on the Wagner High
school students and faculty but the parents as well. I predict that as teachers understands the
needs of their students and parents, teachers may develop different styles of teaching or make
adjustments in line with the students legitimate needs. In addition, parents may become more
involved with their children success and as a result high school dropout rate may decrease.

Instructional Leadership (1): The leader is responsible for ensuring every student receives
high-quality instruction.
Activity
Plan
Timeline
Routinely monitor and
Sept-May:
Attend monthly
Conduct class
improve instruction by
committee meetings
observations
visiting classrooms, giving
District trainings
Attend professional
formative feedback to
Professional development
development conferences
teachers, and attending
conferences
grade or team meetings.
Implement common interim
Sept-May:
Work closely with at risk
assessment cycles to track
counselor and
classroom trends and
administrators
determine appropriate
interventions
Monitor multiple forms of
Monitor instructional and Sept-May:
data to inform instructional
intervention decisions and
and intervention decisions
reassess techniques for
and to close the
effectiveness.
achievement gap

GAYLOR PRACTICUM PROPOSAL

Human Capital (2): The leader is responsible for ensuring there are high-quality teachers and
staff in every classroom and throughout the school.
Activity
Plan
Timeline
Treat faculty/staff members
Aug-May:
Various classes at
Observe teacher
as their most valuable
Wagner
instructional sessions and
resource and invest in the
assess teachers using the
development, support, and
Rubric evaluation tool
supervision of the staff
Ensure all staff have clear
Aug-May: Weekly
Conduct Pre-conference.
goals and expectations that
Use the Rubric evaluation
guide them and by which
tool to assess teachers
they are assessed
Coach and develop teachers
Sept-May: Assist with In Provide feedback to
by giving individualized
service. Attend Faculty
teachers and make
feedback and aligned
meeting
recommendations
professional development
Sept-May: Walk-throughs

GAYLOR PRACTICUM PROPOSAL

Executive Leadership (3): The leader is responsible for modeling a consistent focus on and
commitment to improving student learning
Activity
Plan
Timeline
Reflective in practice and strive
Sept-May: maintain weekly
Reflect on past
to continually improve, learn
experiences and use them reflective journal
and grow
as opportunity arise.
Adjust as situation arises.
Grow from new
experiences. Maintain
weekly journal.
Treat all members of the
community with respect and
develop strong, positive
relationships with them
Listen to others and create
opportunities for staff and
stakeholders to provide
feedback

Plan two community

activities relevant to the
students success.

Sept-May:

Solicit feedback from

teachers, administrators,
parents and students.

Sept- May

GAYLOR PRACTICUM PROPOSAL

School Culture (4): The leader is responsible for establishing and implementing a shared
vision and culture of high expectations for all students.
Activity
Plan
Timeline
Focus on students social
Observe students behavior Sept-May: Wagner High
and emotional development
in the school setting
and help students develop
Contribute to meetings on
resiliency and self-advocacy
campus regarding
skills
students behavior.
Acquire feedback from
school administrators and
parents regarding
students social skills.
Serve as assistant teacher
to maximize perception of
students needs.
Treat families as key
Acquire feedback from 10 Sept-May:
partners to support student
percent of parents
learning, creating structures
regarding student and
for two-way
family needs.
communication and regular
updates on student progress
Use a variety of discipline
Sept-May
Implement two or more
techniques to meet the
disciplinary techniques for
behavioral and academic
use within the classroom
needs of individual students
setting. Serve as a member
of the crisis intervention
team

GAYLOR PRACTICUM PROPOSAL

Strategic Operations (5): The leader is responsible for implementing systems that align with
the schools vision and improve the quality of instruction.
Activity
Plan
Timeline
Assess the current needs of
Sept-May:
Draft a plan to decrease
their schools, reviewing a
dropout rate.
wide set of evidence to
Attend meetings geared
determine the schools'
towards achieving
priorities and set ambitious
students academic
and measurable school goals,
success.
targets, and strategies that
form the schools' strategic
plans
Treat central office staff as
Attend in school meetings Sept-May
partners in achieving goals
with mentor
and collaborate with staff
Attend training which
throughout the district to
enhances students
adapt policies as needed to
academic success.
meet the needs of students
and staff
Collaborate with district staff
Sept-May
Review district policies
to implement and advocate
relevant to students
for district policies that meet
academic success.
the needs of students and staff

Leroy Gaylor, Texas State Intern

Date

Donald Stewart, Site Manager

Date

Dr. Diane Fisher, Texas State University Supervisor

Date

GAYLOR PRACTICUM PROPOSAL

Reference
Denhardt, R., Denhardt, J., & Aristigueta, M. (2013). Managing human behavior in public and
nonprofit organizations. Thousand Oaks, CA: Sage Publications.
Kladifko, R. (2013). Practical school community partnerships leading to successful educational
leaders. Educational Leadership and Administration: Teaching and Program
Development, 24(January), 54-60.
Stetser, M., & Stillwell, R. (2014). Public high school four-year on-time graduation rates and
event dropout rates: School years 201011 and 201112. First look NCES 2014 391).
U.S. Department of Education. Washington, DC: NCES.
Sullivan, A. M., Johnson, B., & Owens, L. (2014). Punish them or engage them? Teachers
views of unproductive student behaviors in the classroom. Australian Journal of Teacher
Education, 39(6), 43-56.

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