Gina Garner Lunsford

2806 Ashley Lane Anna, TX 75409

(W) (903) 464-7140; (H) (972) 679-3415

EDUCATION/CERTIFICATION

B.B.S.                                                     Public Communications, Hardin-Simmons University,

Abilene, TX 1991

 Master’s in Education Administration, Lamar University,

Beaumont,  TX, August 2013

Teaching Certificate                         Generic Special Education, PreK-12 Region XIV ESC Alternative Certification

Texas 1995

ADMINISTRATIVE AND LEADERSHIP EXPERIENCE

Educational Administration Principal Intern, Denison ISD, Denison, TX November 2011-May 2013

·         Interned/job shadowed at the high school and one of the elementary schools in the district as a principal intern

·         Served on the district’s Strategic Planning Committee on the Community Partnerships committee to establish partnerships with real estate developers and builders within the community and establish and strengthen partnerships with businesses and business owners in the community, establish partnerships with local churches in the community, and conduct annual reviews of existing partnerships

·         Review district’s collection procedure and data collected and worked with our building principals, department chairs, school counselors, and special education director. in several meetings throughout the year, to discuss data from state standardized test scores, common assessments, and benchmarks, and compare them to previous years, and discussed services and programs that were needed in order to improve these scores

·         Challenged my special education department  to communicate with parents in positive way, on a regular basis and note  changes they saw in struggling students, which produced reduction in discipline referrals, failures, and attendance problems

·         Lead PLC meetings twice a month for the special education department  to discuss issues, make plans, and brainstorm better ways of working within the general education  classrooms/self-contained classrooms; created measurable goals for our department, and integrated ourselves into the general education  PLC’s

·         Participated  in the process of student class scheduling, working hand in hand with other department chairs, counselors, and principals to create a schedule for our students, and to place them in the classes that they must have to graduate, particularly as it pertains to special education  student’s schedule, ensuring that they have what they are enrolled in the classes indicated in their ARD document

·         Conducted two classroom observations using the clinical supervision model, observing the similarities and differences in teaching styles and classroom management

·         Gathered and analyzed the district/school, state, and national normed test results. Assessed the current strengths and weaknesses in student achievement. Made recommendations for improvement in student performance on standardized tests, in particular ensuring that all special education students take the appropriate test as indicated in their ARD document, and ensure that the appropriate and allowable accommodations are in place for test day (included in those duties are the training of teachers, room assignments, and class rosters, and analyzing current testing data)

·         Helped create and implement, along with the school counseling staff, the “Student Success Fair,” a parent involvement activity aimed at increasing or improving parent involvement and attitude toward the school, inviting the parents and students of those who were considered At-Risk for failure or being held back this school year

Special Education High School Department Coordinator/Transition Supervisor/Vocational Adjustment Coordinator, Denison High School, Denison, TX, 2010-present

• Supervised and coordinated high school special education program, including 2 resource classrooms, 4 inclusion specialists, 1 emotional adjustment classroom, and 2 life skills classrooms; and staff of including 9 professional staff and 12 paraprofessional staff
• Supervised the transition program for Indicators 13 and 14; wrote transition plans for all high school special education students; trained 2 professional staff to become transition specialists for low incidence population and emotionally disturbed population.
• Conducted monthly department meetings
• Attended High School Department Chair  meetings
• Attended relevant School District and professional meetings
• Assisted department teachers in the handling of the day-to-day activities and instructional issues
• Acted as a resource specialist for teachers
• Coordinated in-service programs for personnel, i.e., Auditory Impairment Training and Emergency/Fire Evacuation Training for students in wheelchairs
• Reviewed PLAAFPS, IEP’s, and other special education ARD paperwork
• Established process of reviewing progress reports
• Problem solved with parents and teachers to maintain good relationships and prevent misunderstandings
• Attended Annual, Brief, and MD ARDs when requested
• Worked as a liaison between general education teachers, students and/or parents
• Served as a PEP (personal education plan) advisor for 8^th graders preparing for entrance into high school
• Served as advisor for Student Success Fair for At Risk high school students
• Tracked /monitored teacher and paraprofessional staff absences at high school
• Made informal classroom observations
• Monitored special education program on campus and reported to Special Education Director
• Created Special Education Tracking Lists
• Acted as TAKS/STAAR coordinator for Special Education
• Administered TAKS M and STAAR M assessments
• Served as Administrative Liaison at Special Olympics practices/meets

 

 

PROFESSIONAL EXPERIENCE

Transition Specialist/Instructor

Transition Services, McKinney ISD                                                                                 

 McKinney, Texas, 2006-2009

• Worked with Life Skills Teachers, Functional Academic Teachers and Structured Teach Teachers to more fully incorporate the self-contained post-secondary student population in the restructuring of the MISD Transition Services
• Collaborated daily with Transition Team Members to provide an all-encompassing post-secondary Transition Model (employment, independent living skills, social skills and recreation/leisure skills) to facilitate appropriate transition for students ages 18-22
• Developed on-going relationships with community
• Made initial local employer contacts
• Provided follow-up services with local employers to be aware of local job market
• Assisted with resolution of job-related issues
• Maintained regular communication with employers/supervisors (on-site visits/phone calls/email)
• Assessed and evaluated student job performance
• Developed,  monitored and evaluated student vocational goals
• Facilitated the learning of job-search, job-securing and job-maintaining skills
• Assisted with clarification of student career options
• Assisted with job leads, job applications, job interviews, resume writing and developing long-range career goals
• Assisted with self-advocacy/self-determination skills
• Managed daily schedule and the choosing of activities to fill that schedule
• Provided opportunities for students to develop meaningful social support networks and support groups for social outlets

 

Next Step Transition Services Coordinator,

McKinney ISD, McKinney, TX,  2005-2006

• Worked with post-secondary transition students from McKinney High School and McKinney North High School to foster maximum level of independence after completion of high school credits
• Designed services to fully incorporate the transition model of employment, independent living, social skills, community based instruction and recreation/leisure skills, based on student preferences, needs and interests
• Developed on-going relationships with community
• Made initial local employer contacts
• Provided follow-up services with local employers to be aware of local job market
• Assisted with resolution of job-related issues
• Maintained regular communication with employers/supervisors (on-site visits/phone calls/email)
• Assessed and evaluated student job performance
• Developed, monitored and evaluated student vocational goals
• Facilitated the learning of job-search, job-securing and job-maintaining skills
• Assisted with clarification of student career options
• Assisted with job leads, job applications, job interviews, resume writing and developing long-range career goals
• Assisted with self-advocacy/self-determination skills
• Managed daily schedule and the choosing of activities to fill that schedule
• Provide opportunities for students to develop meaningful social support networks and support groups for social outlets

 

 

High School Functional Academics Teacher,

Centennial High School, Frisco ISD, Frisco, Texas, 2004-2005

• Taught Functional Academic core subjects (English, Math, Social Studies, Science) in the high school setting
• Supervised Content Mastery Center during last period of each day
• Collaborated with Life Skills Teacher and VAC teacher to begin process of developing a post-secondary transition program for Frisco ISD
• Developed and administered Locally Developed Alternative Assessments for Social Studies and Science curriculum (LDAA – alternative to TAKS)
• Reviewed and administered State Developed Alternative Assessment for English (Reading/Writing) and Mathematics (SDAA – alternative to TAKS)
• Managed a working caseload of 16 special education students at Centennial High School (monitored progress in each class – regular and special education; developed ARD paperwork; developed transition plans; developed graduation plans; determined TAKS/SDAA/LDAA testing levels; collaborated with regular education teachers for caseload students in their classes for adequate progress; collaborated with special education teachers to acquire additional knowledge and expertise in Special Education policies, procedures, practices and laws)

 

Co-Instructor/Transition Specialist

Collin County Special Education Cooperative                              

Bridges Program @ Collin County Community College,

McKinney, Texas, 2001-2004

·         Developed, implemented, and organized Bridges, a post-secondary transition program for special education high school graduates at the community college

• Taught vocational, social, recreation/leisure, and independent living skills to special needs students attaining adulthood
• Administered vocational and career assessments
• Collaborated with outside service providers such as Life Paths, Texas Rehabilitation Commission, Texas Workforce Commission, and Community Options to help foster maximum levels for individual independence with adult special needs students
• Coordinated vocational job sites in the community
• Taught core subjects (English, Math, Science, Social Studies) in a vocational setting
• Conducted ARD and ITP meetings for Bridges students
• Collaborated on staff schedules, job coach evaluations, weekly staff meetings

VAC/Transition Specialist

Collin County Special Education Cooperative

Wylie, Texas, 2000-2001

• Collaborated with 3 participating CCSEC districts to provide transition and VAC services for high school special needs students
• Administered vocational and career assessments
• Coordinated vocational job sites in the community
• Conducted Individual Transition Planning meetings for high school special needs students collaborating with outside agencies, colleges and community
• Taught Extended School Year for elementary and middle school autistic students

Career and Technology Teacher

Coleman High School

Midland ISD, 1999-2000

• Collaborated with other Career and Technology Teachers for job acquisition in the community
• Taught Marketing Education, BCIS I and BCIS II courses on an alternative placement high school
• Assisted students with employment goals, skills and securing employment
• Served on the DEC follow up team
• Served as vocational education teacher (regular education) in special education ARD meetings

High School Community Based Vocational Teacher                                                        

Taylor Callahan Education Cooperative, Abilene, TX, 1995-1999

• Taught core subjects (English, Math, Science, Social Studies) in a vocational setting to special needs high school students
• Administered vocational and career assessments
• Collaborated with outside service providers such as MHMR and Texas Rehabilitation Commission
• Coordinated vocational job sites in the community
• Participated in ARD and ITP meetings for students
• Collaborated with 3 participating districts for the CBV program (Baird High School, Clyde High School, Eula High School)
• Coordinated the VAC program for two of the districts (Baird High School, Eula High School)

High School/Middle School Self-Contained/Life Skills Teacher

Baird High School/Middle School, 1994-1995

• Taught core subjects (English, Math, Science, Social Studies) to special needs middle school students
• Administered vocational assessments
• Participated in ARD meetings
• Coordinated class “Free Enterprise” project to help students earn money for class outings
• Coordinated pre-employability sites on campus such as other teachers classrooms, school office, library and athletic department
• Served as One-Act play director

Other Related Experience

• Over 400 hours of workshop and conferences relating to vocational and transition education
• Crisis Intervention Prevention Certified, 2002-present
• Trained in Herrmann Reading Method, 2004

 

Presentations and Mentoring

• Developed and presented vocation/transition workshops at:
• TAVAC conference in Irving, Texas
• Vocational Education for Special Populations Statewide Conference, College Station, Texas
• Paraprofessionals Training/Workshop, Denison ISD, Summer2004
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2005
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2006
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2007
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2008
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2009
• Paraprofessionals and Teacher Training/Workshop, Denison ISD, Summer 2010
• Paraprofessionals and Teacher Training/Workshop, Denison ISD, Summer 2011
• Paraprofessionals and Teacher Training/Workshop, Denison ISD Summer 2012
• ARC of Dallas, Parent Workshop – Transition/Person Centered Planning, October 2007/February 2008

·         Collaborated with Life Skills, Functional Academics and Structured Teach programs to develop new Post-Secondary Transition Model currently being implemented in McKinney ISD

Professional References

Lori May

Director of Special Education, Denison ISD

1201 S. Rusk Avenue

Denison, TX 75020

903-462-7020

lmay@denisonisd.net

Yalonda Ivers

Counselor, Denison High School

1901 S. Mirrick Avenue

Denison, TX 75020

903-462-7086

yivers@denisonisd.net

Tessa Porter

Special Education Coordinator, McKinney ISD

4113 Valley Ridge Lane

McKinney, TX 75071

972-369-2298

teporter@mckinneyisd.net

Claudia S. Mullins

Special Education Supervisor, Kerrville ISD

514 East Lane

Kerrville, TX 78028

830-370-3953

claudia.mullins@kerrvilleisd.net

Gina G. Lunsford

L20291626

Reflections on Competencies 8-9

Based on my experiences in these last eighteen months as a principal intern, and my three years’ experience as a department coordinator, I feel I am proficient in all of these competencies.

Domain 3 Competency 8.31: General Office Administration / Technology

Our district is beginning the process of integrating technology in our district, not only in the classroom, but also in the hands of teachers and administrators.  Our administrators were given an iPad at the beginning of the school year, which is synced with all of the district’s contacts, educational apps, and even an app that allows them to conduct a PDAS evaluation for walk-throughs. From talking to administrators, they are much more satisfied with taking an iPad into the classroom than they taking a laptop. We also have the essential tools such as a fax machine for the front office, printers and scanners so that all staff may use, and a networked phone system. I feel that I am proficient in the domain/competency of General Office Administration/Technology as I have been afforded the use of this same technology this year as department coordinator.

Domain 3 Competency 8.32: School Operations / Policies:

I interviewed our district PIEMS clerk who had over 5+ years of dealing with attendance. She explained that attendance must be taken every day at 10am. This is because each student present represents a dollar amount. For instance, the State of Texas pays districts roughly $20 per day, per student to educate. However, if students require services, such as LEP, Special Education, GT and Bilingual needs, the cost of each student rises dramatically. If the student is not present, then it looks bad on the school (who would have to reimburse the State for the absence of that student.) She went on to explain how that if a child that is out of district is attending our school (with permission), then the other district will have to pay our district the cost of that particular student. Finally, she went on to explain how each campus is required to have a “snapshot” two times a year. This snapshot helps with the funding of the school, and also gives a sense of accountability come standardized test time. I feel that I am proficient in this area based on my experience.

Domain 3 Competency 8.33: Supervision of the Budget

This was not a new process for me, as a teacher, we have been completing requisitions for supplies from budgeted accounts for many years. I didn’t really learn anything new by completing this activity because I already do this twice a year in my current job. I also help other people in the process since it is all done on the computer. I love to help people who are unsure of the process. There are times I have questions, because I do not complete requisitions on a weekly basis. I am able to get help from the principal’s secretary. Sometimes the hardest part is looking for what you need and finding the best price before you complete the requisition. For me, that is the most time consuming part. I usually procrastinate until the deadline before making the requisition for supplies. I know in the future I will continue to perform this activity, which I believe will help me maintain proficiency in this domain/competency.

Domain 3 Competency 8.34: Affiliations and Resources

NAESP Resources include:
-Blogs

-Online bookstore

-Various publications

-Various ways to help improve campus

-Advocacy resources

NASSP Resources include:

-Webinars

-Access to registration for upcoming conferences

-Various resources that cater to various levels of principals (ie: the beginner principal, Assistant Principals, etc.)

I am proficient in this domain/competency.

Domain 3 Competency 8.35: Professional Library

This activity was easy for me to complete as I went through my classes. In order to complete assignments I had to access various materials. I was able to keep a list of all the materials used as well as books that were recommended by others. I didn’t necessarily set out to complete this activity one day; rather as I came across items that I thought would be useful for this I simply added them. I learned that educational leaders have to always be reading materials on various topics, everything from policies to how to be an effective leader. In the future, I will continue updating my list and adding to it as it is an ongoing activity. I would also recommend that any person in a career look into doing this activity as it would benefit anyone who chose to do this. It makes me wonder how many people actually engage in this type activity if it is not required. I consider myself a lifelong learner and am an avid reader, which I believe contribute to my being proficient in this domain/competency.

Domain 3 Competency 9.36: Facility and Maintenance Safety and Security

As an administrator, it is imperative that you have a working knowledge of all of your facilities and trust your maintenance, custodial and administrative staff to take care of the day-to-day issues.  If you can trust to notify you of any assistance they need, this will help maintain the facility.  Safety of the students and staff is imperative, and any issues that affect these groups needs to be addressed immediately.  In addition, development and planning of a crisis management program and practice of safe and secure procedures are mandatory.  These drills are practiced routinely every month to ensure the safety of the school and all students. Again, I have had numerous experiences in dealing with safety and security over the last three years as department coordinator; therefore I believe that I am proficient in this domain/competency.

Domain 3 Competency 9.37: Student Transportation

I was able to observe what bus drivers today do to prepare the bus for their routes, the paperwork that the drivers must have, remembering their routes, looking out for drivers and pedestrians, and counting students that ride the bus. More importantly I got to see the poverty which most of our students are living. I already knew many of our students come from very impoverished homes, but words cannot describe some of the things I witnessed. I now have even more respect than I already had for those whom we entrust our students to for transportation. I will never forget this experience as it has left an imprint on my heart and the utmost respect for our drivers. Because of my other experiences with transportation in addition to my internship experience, I believe that I am proficient in this domain/competency.

Domain 3 Competency 9.38: Food Services

I found the school food service program provides breakfast and a well-balanced lunch in the cafeteria.  The cafeteria staff plans the meals each week trying to meet the dietary needs of the students.  The primary concern is that many students who need a well-balanced meal often do not eat the food.  The staff is working to make the food more appealing to encourage students to eat their meals.  The staff is also responsible for ordering the correct amount of food, staying within budget, and ensuring the facilities are up to code and clean for hygienic purposes. I feel that I am proficient in this domain/competency.

Section E: Three-Year Professional Development Plan

Name: Gina G. Lunsford

Goal	TExES Competency and Domain	Objective (What do you want to improve?)	Course Work/Book/ Workshops (How do you want to improve?)	Mentor Professional Support (Who will help you improve?)	Date of Completion	Evaluations (How will you know you have improved?)
1	III.8	Improve the principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use.	Attend monthly district campus principal meetings Attend monthly special education director meetings with district special education director at ESC Region 10 American Association of School Administrators. AASA White Paper: School Budgets 101. http://www.aasa.org/uploadedfiles/policy and advocacy/files/ schoolbudgetbrieffinal.pdf. Sorensen, R. and Goldsmith, L. (2006).  The principal’s guide to school budgeting. Cost is $27.30 plus shipping.	Principal Special Ed Director	06/01/2014	I will know that I have mastered this area when I am allowed to personally make decisions regarding our campus budgeting and financial matters.
2	II.4	Stay current with the continuing evolution of state & federal accountability systems (AEIS, AYP, PBM, & SSP). This training will explain key changes and provide an understanding of how those changes impact classroom instruction.	ESC Region 10 training on AEIS, AYP Attend monthly special education director meetings with district special education director to stay current Attend monthly district campus principal meetings to stay current with district AEIS, AYP, PBM, SSP	Principal Special Ed  Director	01/01/15	I know I will have mastered this area when I can see significant changes in expectations for student performance, the structure and nature of state assessment system, and the manner in which students are included in assessments.
3	II.9	Learn more about the Professional Development Appraisal System and how it is implemented; increase my knowledge of the appraisal system and learn how to use the PDAS system.	PDAS training offered at ESC Region 10 Working with new principal over the 2013-2014 school year, who will mentor me in this domain/competency throughout the school year	Principal	08/01/13	I know I will have mastered this area when I am able to successfully evaluate teachers’ performance. I will be able to successfully write an improvement plan if needed for teachers based on their performance.

Action Research Quality Indicators

Quality Indicator 1

Context of Study “Principal-researchers provide complete information about the context in which their research took place.” (Dana, p. 179) This indicator will insure that I consider multiple sources of information for my research such as the school, the district, teachers, students, content and curriculum. By using this indicator, transferability will more likely occur when studying my research and the research of others. Detail about the actual research will enable me to fully share the context of the research and allow others to understand the research. I believe that in order for my research to be transferrable, it must have meaning which I am responsible for making sure that those who read my research (or hear about it, etc.) know WHY I focused where I did and why this “wondering” was important to me and how someone else, perhaps in another district, can use my findings to help them on their journey.

Quality Indicator 2

Wonderings and Purposes Wonderings and purposes must be explained in the root of the principal researcher’s question. “The explanation makes a convincing case for the wondering’s personal importance to the researcher.” (Dana, p. 180) This indicator is the purpose to the research. It comes from the principal-researcher’s own dilemmas or issues within their own administrative practice or from their own personal “wonderings.” They are clear and free of educational jargon and are not “fix-its” for someone else, but truly reflect concerns of the administrator and how they can affect an issue. This is an area where I see a great need in my own “wonderings and purposes.” I need to make sure that it is not a “band aid” that I am trying to put on something that needs to be fixed, but rather an idea that if clearly articulated, can affect change and will be something that focuses on the principal (me). And lastly – can I get others to “buy in” on passion for this wondering.

Quality Indicator 3

Principal Research Design (Data Collection and Data Analysis) Is the data collected from multiple sources; is the collection strategy clearly explained and logical; did the principal-researcher include details in the explanation of the data collection and analysis. This is a huge indicator in my opinion. Because of my Special Education background, I know the importance of data and I know how when not perceived as accurate, the data can be misleading. The data must be from various sources, timely and easy to understand and analyze in order for it to be relevant to those it is being presented to. And further – if there is no date, it does not exist.

Quality Indicator 4

Principal-Researcher Learning “Principal-researchers articulate clear, thoughtful statements about what they learned through the process. Each statement is supported, in detail, by data. Principal-researchers not only discuss what they learned about their topic of study but also include a personal reflection on what was learned about the process of inquiry.” (Dana, p. 182) In order for staff to “buy in” to what is being researched, the principal must share his/her learning with others. In other words, is the principal actually learning something, or are they strictly sharing information that everyone already knows and has already heard? We must be, ourselves, lifelong learners and in that process share what we have learned – and in transfer of that learning, does my research reflect and support what I am assessing. Again, the importance of data applies here. I must be able to fully illustrate, through data, my findings. Data, data, data – it is key!

Quality Indicator 5

Implications for Practice This indicator is all about implementing change – how will I/we change, or what changes will be considered based on the research. Any change must flow out of the researcher’s statements of learning (Dana, p. 83) and other wonderings that come from the current research to prompt further research. This is already occurring in my research – one question/idea/wondering/data prompts another question/idea/wondering (and eventually, data). I believe the idea of research to be fluid and dynamic – always prompting more learning and wonderings from what we have already learned and wondered. I am committed to being in a constant state of research – always wondering how I can be better, how my school can be better and how we can better serve students.