Pepperdine University

Graduate School of Education and Psychology

Master of Science in Administration and
The Preliminary Administrative Services Credential Program

Summary of Plans for Directed Administrative Experience
EDSM 620, 621, 622

Directions to Participant:
Use this form to plan and show progress with your Directed Administrative Experience. You will
use this form to plan both your Field Experience and Leadership Project. These activities are to
be conducted under the supervision of your Site Supervisor.

Your Name: Holly Johnson
Your current school position: teacher

Your School District/Agency: Garden Grove Unified School District
Name of your School/Office: Santiago High School

Street and City Address: 12342 Trask Ave., Garden Grove, CA 92843
School Phone Number: (714) 663-6215

Your Home/Cell Number(s): (714) 814-1267
Your Pepperdine email address: Holly.Johnson@Pepperdine.edu

Name/Title of Site Supervisor: Dr. Lila Jenkins (714)663-6215
LJenkins@ggusd.us
University Supervisor Dr. Jennifer Rumack









Inherent in these standards is a strong commitment to cultural diversity and the use of
technology as a powerful tool.
Standard 1
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 school community.

1-1 Facilitate the development of a shared vision for the achievement of all students based upon data from multiple
measures of student learning and relevant qualitative indicators.
1-2 Communicate and implement the shared vision so the entire school community understands and acts on the
mission of the school as a standards-based educational system.
1-3 Leverage and marshal sufficient resources to implement and attain the vision for all students and subgroups of
students.
1-4 Identify and address any barriers to accomplishing the vision.
1-5 Shape school programs, plans, and activities to ensure integration, articulation, and consistency with the vision.
1-6 Use the influence of diversity to improve teaching and learning.

Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

-ELD Department Chair Workman High School
-Development and implementation of Expected School Wide Learning Results SHS
-Helped modify the SHS school vision
-WASC Leadership Team

-Co Plan and Co Teach integrating Best Practices for student engagement, Constructing Meaning,
Structured Oral Language Practice and Formative Assessment Strategies with SHS Career Tech
Colleagues.

-Created a shared vision with faculty facilitators for the Women of Worth Club

-Collaborated with faculty facilitators on the efficacy of the clubs vision. Refined as needed.

Experiences from my Leadership Project that meet this standard:

-Development of a shared vision for the Freshmen Focus Read Write Intervention Program

-Created kinetic writing strategies which were utilized across the Freshman English Team resulting in
marked improvement of District Writing Assessment scores and passage.

-Collected and reported data for Santiago High Schools mid-term WASC report about the Focus Read
Write class in response to address corrective actions taken in response to one of SHSs areas of critical
need to implement a comprehensive intervention program during the school day to address the at-risk
students.

-Collaborated with Long Beach State Professor regarding integrating her students needs for field
experiences working with struggling adolescent readers and my students needs for supervised small group
reading experiences. Two of her students are currently placed at SHS and assist with my Focus Read Write
classes on Tuesdays and Thursdays.

-Collaborated with Elementary and High school site personnel to develop Focus Read Write reading
mentor program with at risk readers attending our neighboring elementary school.
-Analyzed reading data to determine next course of action for FRW students during the second cycle of the
PAR project.

Other Additional Field Experience activities that meet this standard: (If you need additional
experiences)

-Participated in the first of GGUSD revisioning meetings to develop a new district-wide vision and
strategic plan to be implemented by the new superintendent. Led small group discussions with parents and
students.
-Worked with WASC coordinator to aggregate data to address areas of critical need




Standard 2
A school administrator is an educational leader who promotes the success of all students by advocating, nurturing,
and sustaining a school culture and instructional program conducive to student learning and staff professional
growth.
2-1 Create an accountability system of teaching and learning based on student learning standards.
2-2 Utilize multiple assessment measures to evaluate student learning to drive an ongoing process of inquiry
focused on improving the learning of all students and all subgroups of students.
2-3 Shape a culture where high expectations for all students and for all subgroups of students is the core purpose.
2-4 Guide and support the long-term professional development of all staff consistent with the ongoing effort to
improve the learning of all students relative to the content standards.
2-5 Promote equity, fairness, and respect among all members of the school community.
2-6 Provide opportunities for all members of the school community to develop and use skills in collaboration,
leadership, and shared responsibility.
2-7 Facilitate the use of appropriate learning materials and learning strategies which include the following: students
as active learners, a variety of appropriate materials and strategies, the use of reflection and inquiry, an emphasis on
quality versus quantity, and appropriate and effective technology.

Past experiences that may meet this standard: (If you have engaged in prior Leadership work)
-GGUSD Strategic Reading Task Force
-UCI Writing Project Fellow
-School Site Team Member
-FAC Team Member
-GGEA school site rep
-Coordinate CST Think Green Awareness week and class competitions

Experiences from my Leadership Project that meet this standard:

-Co Plan/ Co Teach Focus Read Write Inter District Colleagues
-Development of targeted intervention strategies beyond the current scope of the class
-Collaboration with colleagues regarding the efficacy of targeted strategies
-Collaboration with Career Tech Colleagues on reading and writing interventions
-Collaboration with Student Study Teams

Other Additional Field Experience activities that meet this standard: (If you need additional
experiences)
-Campus-wide rigor walks to collect data on classroom practices concerning rigor.
-Focus Read Write class (PAR project) listed as one of the commendations made by the visiting WASC
team after their mid-term visit.
-Tier 2 Common Core ELA Interim Pacing Guide Creator

Standard 3
A school administrator is an educational leader who promotes the success of all students by ensuring management
of the organization, operations, and resources for a safe, efficient, and effective learning environment

3-1 Monitor and evaluate the programs and staff at the site.
3-2 Establish school structures, patterns, and processes that support student learning.
3-3 Manage legal and contractual agreements and records in ways that foster a professional work environment and
secure privacy and confidentiality for all students and staff.
3-4 Align fiscal, human, and material resources to support the learning of all students and all groups of students.
3-5 Sustain a safe, efficient, clean, well-maintained, and productive school environment that nurtures student
learning and supports the professional growth of teachers and support staff.
3-6 Utilize the principles of systems management, organizational development, problem solving, and decision-
making techniques fairly and effectively.
3-7 Utilize effective and nurturing practices in establishing student behavior management systems.

Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

-Theater Arts Director
-Established and maintained yearly Budget
-Created and maintained a safe set construction workshop, backstage, and on stage environment
-Coordinate upgrades to the physical stage environment including technology, equipment, curtains, and
performance space.
-Secured performing rights to copyrighted material
-Wrote technical theater curriculum for Stage Production Class
-Organized Fundraisers, contacted professional Scene Shops, coordinated donations to increase available
resources.
-Met with school, union, and district personnel regarding staff grievances with administrators.
-Maintained records of student contracts, bank accounts, safety logs, training logs, etc.
-Created and implemented the Women of Worth for Girl Club on Campus
-Wrote Women of Worth for Girls Curriculum

Experiences from my Leadership Project that meet this standard:

-Created a system of monitoring and rewarding Executive Functioning Behaviors which can be used
throughout the students day and by all teachers.
-Established a protocol with students of weekly grade checks and grade monitoring in all classes
-Assisted students with developing game plans for intervening in classes they are struggling in.
-Coordinated and oversaw college reading mentor program in the Focus Read Write classroom

Other Additional Field Experience activities that meet this standard: (If you need additional
experiences)

Standard 4
A school administrator is an educational leader who promotes the success of all students by collaborating with
families and community members, responding to diverse community interests and needs, and mobilizing
community resources.

4-1 Incorporate information about family and community expectations into school decision-making and activities.
4-2 Recognize the goals and aspirations of diverse family and community groups.
4-3 Treat diverse community stakeholder groups with fairness and with respect.
4-4 Support the equitable success of all students and all subgroups of students through the mobilization and
leveraging of community support services.
4-5 Strengthen the school through the establishment of community, business, institutional, and civic partnerships.
4-6 Communicate information about the school on a regular and predictable basis through a variet y of media and
modes.

Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

-Drama Club Parent Group
-Arranged for technical theater mentors from local professional houses
-Multiple field trips to regional theaters
-Arranged stock set- piece donations from Shubert Theater
-Arranged Channel 3 Cable coverage of performing arts activities
-WOW Club parent communications
-Arranged for Lady Jane Limited journals to be donated to WOW Club
-Arranged Channel 3 Cable coverage of WOW club
-Arranged for channel 3 cable coverage of Locks of Hope charity event
-Arranged for CBS coverage of WOW club
-Orange County GATE Conference presenter
-Regular contact with parents of students enrolled in my classes

Experiences from my Leadership Project that meet this standard:

-Read each students cum prior to term
-Working with parents one on one to address each students specific needs.
-Regular home communications via tele-parent messenger service
-Regular emails home
-Twitter communications
-Set up in-home protocols that reinforce classroom expectations.
-Conducted a Parent Participation and Empowerment Night for all Focus Read Write
Parents. Coordinated parent liaisons in both Spanish and Vietnamese to translate documents, make personal
phone calls, and provide simultaneous translation during the event. Coordinated facilities use, custodial,
administrative, and library staff to assist in the nights events. Gave parents information regarding school
sponsored support services, college preparation nights, as well as individual student progress data.



Other Additional Field Experience activities that meet this standard: (If you need additional
experiences)


Standard 5
A school administrator is an educational leader who promotes the success of all students by modeling a personal
code of ethics and developing professional leadership capacity.

5-1 Demonstrate skills in decision making, problem solving, change management, planning, conflict management
and evaluation.
5-2 Model personal and professional ethics, integrity, justice, and fairness and expect the same behaviors from
others.
5-3 Make and communicate decisions based upon relevant data and research about effective teaching and learning,
leadership, management practices, and equity.
5-4 Reflect on personal leadership practices and recognize their impact and influence on the performance of others.
5-5 Encourage and inspire others to higher levels of performance, commitment, and motivation.
5-6 Sustain personal motivation, commitment, energy, and health by balancing professional and personal
responsibilities.
5-7 Engage in professional and personal development.
5-8 Demonstrate knowledge of the curriculum and the ability to integrate and articulate programs throughout the
grades.
5-9 Use the influence of the office to enhance the educational program rather than for personal gain.
5-10 Protect the rights and confidentiality of students and staff.


Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

-Created a performers code of behaviors while representing SHS Drama
-Sheltered Reading Program
-UCI Fellow
-Co Plan / Co Teach Opportunities
-Wrote character building curriculum
-Collaborated with colleagues to incorporate Thinking Tools, Thinking Maps, and Constructing Meaning
strategies into their teaching
-Led colleagues in negotiations with district and administration in discussion of crises protocol.
-Endured six months of death threats and kept teaching
-CBS Women of the Week
-Administered Summer Youth Ministries Program


Experiences from my Leadership Project that meet this standard:

-Assisting students with classroom behavior management
-Created Executive functioning accountability that is transferable to other classes
-Collaborate with colleagues across multiple disciplines to address FRW students needs.
-Developed personal vision for education and maintain behaviors consistent with that vision.

Other Additional Field Experience activities that meet this standard: (If you need additional
experiences)
Standard 6
A school administrator is an educational leader who promotes the success of all students by understanding,
responding to, and influencing the larger political, social, economic, legal, and cultural context.

6-1 View oneself as a leader of a team and also as a member of a larger team.
6-2 Ensure the school operates consistently within the parameters of federal, state, and local laws, policies,
regulations, and statutory requirements.
6-3 Generate support for the school by two-way communication with key decision-makers in the school
community.
6-4 Work with the governing board and district and local leaders to influence policies that benefit students and
support the improvement of teaching and learning.
6-5 Influence and support public policies that ensure the equitable distribution of resources, and support for all the
subgroups of students.
6-6 Open the school to the public and welcome and facilitate constructive conversations about how to improve
student learning and achievement.

Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

Faculty Advisory Committee
School Site Council
Union Representative
WASC Leadership Team
Worked with Walton Junior High parents, students, and administration and Hope House on Locks of
Hope charity hair cutting/donation event.


Experiences from my Leadership Project that meet this standard:
-Worked with colleagues and TOSAs across the district to expand scope of FRW classes and protocols.
-Worked with district research department to request permission to conduct research in the GGUSD.
- Communicated with district data guru to gather necessary documentation for PAR project.


Other Additional Field Experience activities that meet this standard: (If you need additional
experiences)

-Participated in district revisioning meetings as small group facilitator.
-Attended Board Meeting
-Attended and oversaw students involved with the district sponsored College Readiness Information Night
held at Santiago High School
- Informal conversations with union leaders regarding the successful relationship between the district,
school board, and the employee unions





EDSM 620, 621, 622
Additional Professional Experiences
Identify three additional Field Experiences related to an educational level different from your current
Field Experience assignment. The additional experiences could include shadowing experiences,
interviews, and conference attendance. You are to include a one-page summary of each of these
experiences in your portfolio.

Consult union leadership regarding strong relationship with district

Attend a school board meeting

Participate in district-wide revisioning meeting as small group facilitator


Leadership Project
Please provide a brief description and/or abstract of your Leadership Project.

Upon the confirmation of my acceptance to Pepperdines ELA Program and knowing that I would be
required to complete a project, I asked that the administration team at my school consider letting me teach
the Focus Read Write class. This class is designed to address the needs of incoming freshmen students
who were identified to have gaps in their learning. The curriculum was designed to target the types of
questions students most often missed on the CAHSEE. Past efforts in this environment have not proven to
yield the type of long term results necessary for these students to adequately access the grade level
curriculum. Therefore my PAR project is designed to implement a series of specific additional
interventions that collectively should give participating students the skills they need to narrow the gaps in
their learning. These additional interventions include:

A complete cum study of each student that establishes the patterns of success and failures these students
have experienced. Documentation incudes: Entrance year to the district, past report cards, CST results,
District Writing results, Grade Point Averages, previous SST, DNQs, and existing IEPs or 504 plans.
Discipline, health, and attendance histories are also noted. This data is then used to anticipate the services
these students may need prior to their arrival. It is this initial walk through that revealed the need for a
psychiatrist to be on our PAR Team.

Executive Functioning assistance with organization, homework, in-class behavior, attendance and school
involvement accountability. A participation component is built into the grades for this class. Correct
control of select executive functioning behaviors impact this area of their total grade. Once a week,
students have a Catch on, Catch up day that allows students to monitor their grades in all their classes
and create problem solving scenarios for addressing any trouble spots. It was through discussion with my
English 1 PAR Team members that I was informed that assistance with executive functioning behaviors
was a priority for them. It was through discussions with my Principal that it was suggested that we add
extra-curricular involvement and attendance accountability components.

A reading comprehension test is given to establish a baseline for reading abilities. Students with far below
grade level reading deficits are given targeted reading comprehension strategies. Students are required to
read independently five nights out of the week. Students are also given ten minutes of in- class time to
read independently. During this time, select students meet with the teacher who helps them with their
reading and monitors their progress with regular Scholastic Reading Tests.

FRW teachers provide the additional scaffolding necessary for students to narrow the achievement gap in
their English 1 College Prep classes. Through collaboration meetings, emails, and informal conversations,
English IP teachers communicate their current progress on the pacing guide and any specific needs they
feel should be addressed. Additionally, FRW students work on English1 P summative writing
assessments during the FRW class as needed. FRW provides additional reading support of the English 1P
literature book for English 1P assignments.

Content area reading and writing support. Students are taught how to take notes and given assistance with
synthesizing information from notes, lectures, and textbooks. It is anticipated that as the literacy standards
are incorporated, students will require less FRW assistance in this area. Students are given time on Catch
on/Catch Up day to work on past homework assignments, tutor one another, or finish FRW reading. The
FRW classroom has several copies of assorted freshmen textbooks to be used during the period if the
students forget theirs.

Career Tech Reading and Writing support. It has been observed that may of the students who do poorly in
their English classes, receive high marks in their career tech classes. Additionally, with the new focus on
increasing the rigor in these classes, FRW teachers will collaborate with select career tech teachers on
increasing the reading and writing opportunities that are cross-curricularly beneficial.

Parents will be contacted regularly regarding the skills being taught in the FRW class and how these skills
can be reinforced at home. An attempt will be made to contact every parent personally prior to the end of
First Semester.

Many students who are below grade level learners have developed coping mechanisms that are often
detrimental to their over- all learning capacity. These coping mechanisms are habitual and need to be
adjusted in order for these students to benefit from this class. This project takes into consideration the
socio-emotional needs of students who have failed in school consecutive years. It attempts to use clear
behavior boundaries, proven best practice academic interventions, and positive reinforcement to address
the self-esteem issues these students have.