Kathy Wigley, School Counselor
Leadership from the other side of the desk (Shadowing)
Home
Classroom Observations
Leadership from the other side of the desk (Shadowing)
Case Study 1
Case Study 2
Case Study 3
Case Study 4
Case Study 5
Case Study 6
UGA Educational Leadership program
Activity Log
Web Sites Helpful for Juniors
Web sites for Students and Parents
Suggestion for Improving SAT/ACT scores
My personal philosophy

Date:   3/6, 7, 20                                                          Time:  8:30 – 12; 7:30 – 9; 9 – 12:30

S and I looked at totals for course requests.  She showed me how she estimated the number of sections needed   We worked for 3 hours dividing the numbers by mandated class sizes and by preferred class sizes.  We looked for classes that had not totaled appropriately and corrected data in the computer until we felt we had accurate course numbers.  She then met with principal to discuss the totals.

 

 

Went with S to department chair meeting where she gave them copies of the preliminary totals for students’ course requests for the next year.  She asked each chair to discuss the preliminary data with their departments.  Each department chair was asked to come to her office during their planning period to discuss the number of sections and recommendations for teaching assignments before 3/14. 

 

We blocked off time on our calendars and closed her office doors.  She showed me how she had mapped out the master schedule on paper based on what was in the computer.  We took the numbers from course requests and sections needed and checked for the number of sections scheduled.  We then checked for possible conflicts that would arise in scheduling.  We moved sections and teachers based on teachers’ strengths and preferences and extra-curricular activities.  Then she changed things in the computer.  Corrected our hard copy and we checked for details again.   She had to check for teacher certification. 

 

 

 

 

 

 

 

 

She checked the DOE web site to make sure all numbers were accurate.

 

 

 

 

 

 

 

 

 

 

She spent hours making sure her data was correct. 

 

 

 

 

 

 

 

 

It was fun doing this with her.  It’s a bit unnerving to think of doing it from the beginning by myself. 

 

 

She insisted we be accurate.

 

Date:  3/14           Hours:  4 – 7                        Duration:  3 hours

 

Met with N and LSC

LSC members were concerned about the rate of growth in the school, parking, staff changes, and plans to accommodate the changes.

N had asked for the members to let her know about questions they had or questions arising in the community so she could make sure she had the information with her they wanted

 

She listened attentively and answered their questions accurately and with candor seeking their support and input for looking for solutions to the challenges.

 

She never spoke negatively about any personnel and continued to stress that the rapid growth, although challenging, provided opportunities to offer a wider variety of opportunities for our students.

 

Discussion about the success of Open House in August was led by N and she told them how she thought it could be improved.

N gathered the information she knew she needed and went to the meeting prepared.

 

 

N admitted when she didn’t have an answer and told them when she would have an answer.

 

Her demeanor was friendly and professional.  The parents seemed to appreciate her candor.

 

She LISTENED and HEARD what they said and what they meant making her very effective.  She continued to build on the idea that we all want the same thing: the best school we can have for our students. 

 

If a parent started to get pessimistic or negative, she let them speak but redirected the conversation to the positive points.

 

She gave examples of how she planned to continue to make things better for students.

Shadowing

 

Date:  April 4   Time:  7:15 – 1:00                    Duration:  5 hours 45 minutes.

 

 

7:15  GS greeted students and helped them get out of cars.  The other administrator was greeting students as they exited the buses and monitored buses.  Teachers were assigned duties for student supervision.

 

GS went to office to check for phone calls and check for any emergencies. One parent had called requesting a call back because her child had been left by the bus.

 

GS called the transportation department.  Transportation department would then contact parent and/or bus driver.  GS called the parent and  explained that she had reported the incident to the transportation department who would have the bus driver contact her.  The parent said that she could bring the child to school on her way to work but the child would be late.

 

GS walked down the halls to make sure everything was running smoothly. 

 

She occasionally pauses to speak to teachers.  One teacher had been sick and she asked how she was feeling.

 

 

 

She paused between two of the bathrooms since there seemed to be several students lingering there.

 

Back to office to check attendance.  Attendance is kept on SASI system.  Has secretary run attendance report to check for students with excessive absences. 

 

Parent drops in upset because her child is being bullied.  Parent asks for private conversation and I excuse myself.

GS assures parent that she will check into the situation and make sure the teachers are mindful of what has been reported.

 

GS checks “bullied” student’s schedule and plans to meet with his teachers during their break.  Before meeting with teachers, she decides to go to playground and observe “bullied” student with his peers. 

 

After observation, GS contacts counselor and explains about the bullying report.  Upon observation, there seems to be no bullying on the playground.  The students seem to be playing well together.  Counselor reports that she has had no reports but offers to talk with the students.

 

GS goes to lunch room supervision.  She wants to check for orderliness and cleanliness.  She speaks to students and teachers.  One child was talking loudly and she quietly asked him to remember to use an “inside voice”. 
She has planned today’s visit to coincide with  teachers lunch time who she needs to talk with about monitoring any bullying.  Teachers report seeing none.

 

Has a message from transportation department.  The bus that had left the child had a substitute driver that morning.  Asks secretary to please call parent and explain.

 

GS checks a requisition submitted by a teacher and approves it.  Gives it to secretary.   

 

Counselor reports that bullied student said he and his friend got in an argument yesterday and everything was alright now. 

 

 

1:00  Administrators’ meeting at District Office to discuss things possibly confidential so I do not go with her.  She makes sure she has her cell phone with her for emergency contact.  She tells the other administrator where she’s going and that she’s not sure if she’ll be back by the time students are dismissed.  She had pre-arranged for the media specialist to cover car rider duty.  The other administrator will be on call if there are any incidents on the buses.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students and parents were greeted by a smiling face.

 

 

 

 

GS had a walkie talkie if the secretary had needed her immediately but GS explained that only rarely would the secretary have to call her away from car duty.

 

Had to soothe parent, gather facts, work for a solution.

 

 

 

 

 

 

 

 

Teachers and students were aware of her presence and knew that it was important to start on time.  As my mentor says: inspect what you expect.

 

Observant, willing to take a few minutes to help prevent problems

 

 

 

 

 

 

 

Interruption but she prioritized and decided to handle the upset parent.

 

 

 

 

 

 

Getting the facts.

 

 

 

 

 

Delegate

 

 

 

 

 

 

 

Being seen by teachers and students.  Nurturing relationships. 

She said she rotates times when she is in the lunchroom so she eventually sees everyone.

 

 

Multi-tasking  (She said she has to do so to survive.)

 

 

Remembers to follow up.

 

 

 

 

 

 

 

 

 

Before leaving, she assures me this was an “easy” day.   She said Mondays seem more chaotic because students have been off schedule.  Fridays are more hectic because students are excited about the weekend. 

ter supporting content here