Running head: HIGH PERFORMANCE VS LOW PERFORMANCE SITES Page 1

Fieldwork Reflection Assignment

High Performance vs Low Performance Sites

Fredy E. Del Aguila

EDLD 6801
Dr. Maggie Szabo
October 26, 2016
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High Performance vs Low Performance Sites

Thirteen years ago, I started working for the Hayward Adult School teaching technology related
classes and for the past three years, as a coordinator/teacher for the GED in Spanish program. My
function is to coordinate six classes at four sites: The Hayward Adult School, Park Elementary School,
Harder Elementary School, and Winton Middle School. The vision of the program is to deliver high
quality education to the Hispanic community, and provide opportunities to continue with higher
education, get a better job, and break the cycle of poverty inherited for generations.

WHAT HAPPENED?

All three Spanish GED classes at the Hayward Adult School site, are considered very successful,
per the GED Testing Services standards, based on the passing rate. The classes at Winton, Harder, and
Park sites, dont have the same success. My job for this Fieldwork Reflection Assignment, is to analyze
based on CAPEs, why the three sites at the Hayward Adult School perform well and the other three sites
dont, founded on data (shown below) gathered throughout the 2015-2016 school year.

REFLECTION ON WHAT HAPPENED

I. ACQUISITION For the analyses of this paper, I will use the term High Performance (HP) for the
Hayward Adult School site, and Low Performance (LP) for the Winton Middle School, Harder
Elementary School, and Park Elementary School sites. All six sites demographics are very similar:
80% Mexicans, 15% Central Americans, and 5% other Hispanics groups. Technology on the LP
sites, could be a challenge, they are not equipped as well as the HP site. The time of instruction
and material used for all sites is the same, however teachers at the HP site, follow the
curriculum standards, in contrast with the teachers at the LP sites, that are not able to complete
the curriculum because they incorporate new material and activities, due to the lack of
technology in classrooms. Finally, La Familia Mental Health Services, whose one of their office
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happened to be located at the Hayward Adult School site, has been working with the HP site
providing mental health workshops since last year.

II. APPLICATION Founded on last years data and my new knowledge in CAPEs expectation, I
could make a few adjustments:
a. The data is showing that there is a substantial problem at the LP sites. In consequence, I
need to develop a site-specific curriculum and mission for these LP sites. More data
need to be collected to monitor new results, then make the proper adjustments or
create a new plan. CAPEs 1.A, 1C.
b. Implementation, and follow-up of the GED in Spanish curriculum need to be encouraged
at the LP sites. CAPEs 2B.
c. Instructional supervision techniques by the coordinator, and feedback approaches from
teachers, ought to be improved on the LP sites. CAPES 2D.
d. Professional growth for teachers at the LP sites need to be developed, and
implemented. CAPEs 2A, 2C.
e. Technology logistics need to be improved at the LP sites, in order to provide more
efficient and effective learning environment. CAPEs 3A.

III. ASSIMILATION If I was the principal, I would listen to suggestions from my Spanish GED
program coordinator and utilize a self-directed approach to get effective feedback from him.
Based on my program coordinators advice, I would have a meeting with all the Spanish GED
teachers, including the coordinator, and try to find a collaborative approach to create and action
plan to improve teaching and learning on the LP sites. This new action plan could be redesigned
using as template the current HP site model. Adjustments to the curriculum will come from the
collaborative approach meeting, in which teachers, coordinator and principal previously
participated.
Finally, the coordinator, teachers and principal from each LP site, will meet to review
the new Spanish GED action plan.

IV. ADAPTATION My reflective thinking is that in the adult education system, leadership is
performed at different levels:
a. The principals role is about managing people, resources, provide high-quality training
for aspiring school leaders, in addition to establish a schoolwide vision of commitment
to high standards and the success of all students in the Adult School.
b. As program coordinator, my role is to shape the schools vision and mission for
academic success for all students in the GED in Spanish program. By using democratic
method of supervision, I could create a climate hospitable to education, cultivate
leadership in teachers, and improving instruction. Lastly, collecting, interpreting and
sharing data as a means not only to identify problems, but to comprehend their nature
and causes.
c. From my personal experience, teachers leadership role in the adult educational system
is very important, and has direct impact on students performance and success in life. I
learned that to achieve an educational goal, or apply a teaching technique, first,
teachers must get familiar with students background: experiences, knowledge,
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interests, fears, demographics, etc. Adult students ego and self-esteem could be
affected in a positive or negative way. Teachers must be very cautious choosing words
when interact with students. Teachers are key support for students success.
d. Students in the Spanish GED program are also leaders in many ways. The Spanish GED
which is an adult educational program, provide education for parents. One of the most
important goals is to boost the academic achievement of children. Over 60% of students
in this programs are mothers that their education level is the greatest factor of her
children's future academic achievement, overshadowing other factors, such as
neighborhood and family income.

The objective of my yearlong leadership project is to make the necessary adjustments, based on
CAPEs, to improve the passing rate at the LP sites. By experience I learned that school sites are different,
what works in on site sometimes wont work in another, for example: the motivation from students
varies, from highly motivated to not motivated; technology in the classroom differs, from technology
oriented classrooms to no technology at all; support to the program from the school site fluctuates,
from very supportive to not cooperative. The next step of this project will be to implement the
suggestions made in the APPLICATION section of this assignment, and create unique plans for each site.