Time Management Deb

Time Management Project

Running Head: TIME MANAGEMENT PROJECT1

TIME MANAGEMENT PROJECT31

Time Management Project Deborah Romig Virginia Commonwealth University

Time Management: A Key Component of Leadership PresenceKnow thyself, an ancient Greek aphorism, remains both a challenge and an opportunity for growth leading to increased personal satisfaction and effectiveness. Over the past several months, leaders in the Virginia Commonwealth Universitys 2017 cohort completed a variety of activities designed to increase self-awareness in regard to; processing information, solving problems, making decisions, and working with others just to name a few. A common theme within the cohort has been time management as each member endeavors to strike a balance between their professional careers, family obligations, and pursuing their Ed.D degree. The benefits of effectively managing time is linked to reduced stress, increased creativity, increased productivity and increased academic achievement. This is the basis for the activities included in this project; to gain knowledge of how to more effectively manage time for the purpose of increasing professional effectiveness as well as personal quality of life.Task A: Personal Goals in Relation to Official Job DescriptionProfessional GoalsMy professional goals include both long and short term horizons. Within this school year 2014-2015, my goals include: 1. Improving the student achievement scores for students with disabilities by ten per cent. 2. Improving the on-time graduation rate for students with disabilities to 80%. 3. Provide a plan regarding the implications for the one-to-one chromebook student distribution in 2015-2016 including electronic policy adjustments, pedagogy, assessment, time lines, and other logistical considerations. Within the next five years my goals include; 1. Create a model program for at-risk students that includes; acquiring and demonstrating leadership skills, opportunities for school connectedness, mentoring opportunities, and a dynamic partnership with the community. All students involved with the program will successfully complete high school in four years and achieve a GPA of at least a 2.0. 2. Create and implement a character development or emotional IQ program within the county to assist students in obtaining and practicing skills that will increase their chances of success upon graduating from high school. These skills include but are not limited to; leadership, resiliency, negotiation, conflict resolution, problem-solving, taking initiative, and mindfulness, just to name a few. 3. Create another side to the report card that includes those skills .4. To assist in the creation of a process to hold meaningful, impactful relational dialogs with all stakeholders, including students, in an effort to make the school experience more relevant and meaningful in preparing students to be global citizens. 5. To assist in starting or to start my own school that encompasses the above goals either in the United States or elsewhere in the world. 6. To successfully complete my Ed.D program through Virginia Commonwealth University in May of 2017. I realize that these are not traditional goals however, I do feel that they closely resemble the function of my current job in its intent. I do not necessarily need to be a building principal to accomplish these tasks, and I do not see myself as a central office specialist, yet I want to be in a position to affect change on a building and division level. As an educational leader, I believe that my task is to challenge the status quo and push the comfort levels of leaders, teachers and students so growth can occur ultimately leading to an increase in student success.Current Job Functions As an assistant principal of Monacan High School, I am responsible for; Special Education Department Social Studies Department World Languages Department Technology Fixed assets Exam guidelines including senior exemptions Testing Senior class Teacher and student of the year Back-to-school night New teacher orientation and support On-Time-Graduation programs and data collection Discipline/attendance for students whose last name begins with E through K. Task B: Comparison between Formal Job Description and Current ResponsibilitiesFormal Job Description: Assistant Principal Chesterfield CountyAssists principal in directing a Chesterfield County School at the high school level. Responsibilities include administration of instructional and operational programs and activities; assisting principal in directing a staff of professional and support instructional personnel. Work is performed under broad policies and established objectives; decisions/actions impact the entire system; contacts are regularly and frequently made inside and outside the school system. Essential Job Functions: Serves as an instructional leader; reviews and analyzes data to lead the school efforts in achieving high academic performance for all students. Serves as an assistant to the principal. Provides leadership and direction to the school teachers and support staff. Coordinates curriculum development with Instructional Services, administrators, specialists and teachers. Communicates division wide policy, procedures, and guidelines to school staff. Interprets School Board policy, procedure and guidelines to parents and public. Ensures compliance with existing applicable federal and state statute, policy and guidelines related to public schools and in particular the operation of programs for the academically talented and special education. Assists principal in determining staffing needs with the appropriate Director of Middle or High School Education and the Human Resources Department, recommending staffing changes; and participation in the recruitment, selection, and assignment of the school staff. Assists in budget preparation and monitoring of school and activity fund budget. May represent school at meetings, conferences, hearings, and other public forums; gathers citizen and parental input. Works with committees of teachers, other assistant principals and principals and lay persons in specific programs, projects, or courses of action. Demonstrates commitment to improving professional competence. Assesses student learning on an ongoing basis and alters instruction to meet group/individual needs. Uses the curriculum of the district to plan daily instructional activities. May perform other duties as assigned. Qualifications:Considerable knowledge of the principles, concepts and methodologies of school administration; of instructional program planning; of child growth and development, total school operation and group dynamics and of related state and federal regulations. Demonstrated ability to interpret and apply regulations; to plan, organize and administer a public-school and direct and evaluate a diversified professional staff. Demonstrated abilities in decision-making, problem analysis, conflict resolution, interpersonal relationships, long range planning and forecasting and to communicate effectively, both orally and in writing. Masters Degree in Administration; eligibility for Virginia Postgraduate license with appropriate administrative endorsement; experience in teaching and in school administration; or any equivalent combination of experience and training which would provide the required knowledge, skills and abilities. ComparisonMany of my current job functions are included in my official job description. My responsibilities as an instructional leader in my various departments, along with the operational duties such as fixed assets are closely aligned. One of the areas that is not included in the official job functions are the student responsibilities in regard to discipline, attendance, and subsequent meetings with parents. In addition to being responsible for the students in my specific alphabet, all administrators are responsible for implementing school policy with regard to dress, lunch supervision, hall duty, ensuring all classes are covered with appropriate staff, attending and supervising extracurricular events. Task C: Mini Literature Review on Time ManagementArticle 1: On the relationship between individual creativity and time managementThis study explores the relationship between time management behaviors and measures of creativity. The authors chose these two seemingly unrelated entities because both are essential to successful personal and organizational success (Bouranta, Moustakis, & Zammpetakis, 2009). Creativity is considered a key role in the success of entrepreneurship and innovation (Amabile, 1996; Moustakis, & Zampetakis, 2006 as cited by Bouranta, et.al, 2009) while time management is considered a key indicator of organizational competitive edge (Claessens, van Eerde, Rutte, & Roe, 2007 as cited by Bouranta, et.al, 2009). The study defined creativity as the production of ideas or products that are novel, and useful (Amabile, 1996; George, & Zhou, 2001 as cited by Bouranta, et.al, 2009). Time management is defined as employing behaviors to maximize productivity and reduce stress (Bouranta, et.al, 2009). The authors propose three types of behaviors that lead to effective time management; 1) setting goals and priorities, 2) using mechanics of time management such as creating lists, and 3) preference for organization. The authors began with some other assumptions; time management and creativity have some commonalities, one being conscientious planning. Creativity is a function of available time, negatively related to time pressure, and that creative people use self-regulation strategies to complete the most mundane tasks on their lists to have time for more creative work. Results indicated that effective time management behaviors; planning daily activities, prioritizing them, and having a confidence in long-range planning are necessary for the development of creative ideas. Another implication is that to promote creativity, individuals must be given some degree of autonomy to choose which tasks to plan and schedule. Finally, time management is a valuable resource for creativity. Article 2: Strategies for success in education: Time management is more important for part-time than full-time community college studentsThe study explores the relationship between time management and grade-point averages among both part-time and full-time community college students. Rather than taking the usual approach to college success, that of cognitive ability, this study examines how conscientiousness is the broad personality trait that leads to the behavioral expression of time management competencies and ultimately a higher GPA. These time management competencies include; setting goals, meeting deadlines, using time management aids such as list-making, coping with change, making plans and effectively organizing ones time (Fogarty, MacCann, & Roberts, 2011). The results of the study indicate that conscientiousness does relate to higher academic achievement, and that time management strategies are the behavioral manifestation of students who have a high rate of conscientiousness. However, students with low levels of conscientiousness can be trained to improve their time management skills increasing academic achievement. Thus an implication for secondary and higher education is that teaching these skills is beneficial to student achievement especially among students who are poor time managers. Additionally, these time management skills are becoming increasingly important for part-time and mature students who must find balance between family, work, and educational commitments (Fogarty, et.al., 2011). The effective use of time management skills is also important in the changing global environment as continuing education is becoming more essential to job success, and in the educational environment as e-learning and virtual teaching replaces traditional classroom scheduling. Article 3: Stress Prevention through a Time Management Training Intervention: An Experimental StudyThe study is based on research that indicates stress among college and university students is higher compared to the stress levels of adults who are nonstudents of the same age range. The purpose of the study is to examine the effects of a short-term time management program on a control group of college students comparing their stress levels with a group of similar students without a systemized approach to time management. In this study, stress is defined by three major components; a) stressors such as major life events or daily hassles, b) perceived stress such as reaction to potential stressors with worry and tension, and c) stress outcomes, such as depression or anxiety. One rationale for this study is the negative effects of stress on memory, concentration, academic performance, and depression (Hafner, Pinneker, Stock, & Strohle, 2013). The authors hypothesized that better time management would lead to more perceived control of time; more perceived control of time should lead to less perceived stress and better performance (Claessens et.al., 2004: Hafner & Stock, 2010; Macan, 1994 as cited by Hafner et.al, 2013). The time management program used the following elements; prioritizing and goal setting, strategy development and process simulation, structuring the work day and using implementation intentions, and monitoring. The article described each process in detail. The results were as expected, participants in the time management program did not show significant increases in tension, or perceived stress. It concluded that a short time management intervention course can have positive effects on perceived stress and the external demands of college students. Article 4: Time Management Abilities of School Principals According to Gender: A Case Study in Selected Gauteng SchoolsThis study is based on school improvement literatures assertion that the lack of time management skills among school principals is one of the main factors that lead to principal inefficiency and ineffectiveness in the school context. The author, R.J.Botha explores the differences between male and female principals and their approach to time management. The author defines time management as making endless decisions about what is important and planning time and resources around those things (Botha, 2013). The first time management principle is managing oneself. Rather than spending the day in a frenzy of activity, concentrate on doing the right things at the right time. It includes planning, organizing, scheduling, and prioritizing. Focus on results by being proactive in thinking about how to use time rather than just being busy. The author describes five different types of school principals with regard to how they use their time, The Hopper those who do not complete tasks, Perfectionist Plus use time to keep track of every detail, Allergic to detail focus on the big picture and leave details to subordinates, Fence sitters have trouble making decisions, and Cliff hangers wait until the last minute to complete tasks. The research itself included a self-constructed questionnaire given to both male and female principals. It consisted of three parts, biographical data, time management abilities, and the difficulties both male and female principals experienced with time management. The results indicated that male principals had poorer time management skills but more likely to take risks, while the female principals had moderate time management skills but had more trouble making decisions. The study concluded that school principals cannot afford poor time management skills and that they should prioritize their time, and keep logs to regularly analyze how they use their time. The author also suggested that setting time limits, planning ahead, and communicating effectively would play a meaningful role in effective time management. Article 5: How to Manage Time with 10 Tips that WorkRather than a specific study, this article is written by a successful entrepreneur, Dan Kennedy. He asserts that we live and operate in real time, rather than clock time. He uses examples such as when you are doing something fun, time flies, or when doing taxes, time drags. This is good news as real time is more mental than physical and anything that is mental, created by you, can be managed by you. There are three ways to spend your time, thoughts, conversations and actions. He then gives ten tips for a more productive day. 1. Carry a schedule and record thoughts, conversations and activities for a week. 2. Any activity or conversation that is important to your success should have a time assigned to it. Schedule appointments, not to do lists. 3. Plan to spend 50 per cent of your time engaged in thoughts, activities and conversations that produce most of your results. 4. Schedule time for interruptions. 5. Take the first 30 minutes of every day to plan your day. 6. Take five minutes before very call and task to decide what result you want to attain. 7. Put up a Do not Disturb sign when you have to get work done8. Practice not answering the phone just because it is ringing and e-mails just because they are there. 9. Block out distractions like social media10. Remember that it is impossible to get everything done. Also, 20 per cent of your thoughts, conversations and activities produce 80 per cent of your results. Article 6: Workload and Procrastination: The Roles of Psychological Detachment and FatigueThe hypothesis of this study is that there is a connection between workload and procrastination. The authors also asserted that psychological detachment and fatigue will play important roles in linking workload to procrastination (Bunk, DeArmond, & Matthews, 2013). The study is based on research that suggests procrastination is prevalent and problematic (Steel, 2007 as cited by Bunk et al., 2013) and is specifically related to the workplace rather than to academic venues. The definition of procrastination is to voluntarily delay an intended course of action despite expecting to be worse off for the delay(Steel, 2007 p. 66 as cited by Bunker et al., 2013). There is a differentiation between a rational delay process and an irrational delay, thus further defining procrastination as a negative behavior. The authors further explain that procrastination is thought to increase when an individual has depleted their reserves of self-control by engaging in challenging tasks and/or tasks that require more self-control. Thus procrastination may occur more frequently when a person is fatigued. There are four hypotheses in this study suggesting that psychological detachment from work can help to reduce fatigue and build up self-control reserves thus reducing levels of procrastination in the workplace. The conclusions of the study indicate that employers should promote psychological detachment during nonwork time to promote employee well-being and more effective self-regulation. They should also re-evaluate work load to determine whether or not the demands of the work on the employee are realistic. Workload seems to relate more directly to procrastination. More research needs to be done to determine the effectiveness of detachment on work performance. Specifically, different types of detachment activities can be explored as well as the emotional stability of the participants in the studies to determine whether other stress intervention strategies are needed to increase performance. Task D: Interview a Practicing AdministratorI interviewed Kathryn Shick, the founding director of Midland Academy of Advanced and Creative Studies in Midland, Michigan. The school has three focal points; advanced academics, parental involvement, and character education. It enrolls students from 23 school districts, 8 Michigan counties, and 22 countries and includes grades K 12. I chose to interview her because as someone starting a school, time management skills have to be developed to ensure the success of the school, and because starting a school, whether in America or elsewhere in the world, has always intrigued me. Question 1: How do you determine priorities in scheduling your time? Give an example. I am at a point in my career where I help my staff schedule and prioritize their time. We go through a series of questions when planning the days activities. Our first priority is the nonnegotiable deadlines. We take the due date and then back track the activities that must be done to meet this deadline. We then look at other tasks and determine how long each will take to complete. We then match priorities with personalities, for example, some people work better if they tackle the big tasks first and then move on to some of the less time-consuming tasks. This reduces their stress levels and increases their productivity. Others do better if they are able to cross multiple things off their list first and then, feeling successful, are able to tackle the bigger projects. Question 2: Do you generally spend your time the way others want or the way you want?She finds that both scenarios are true of her time. It depends on the urgency of the task and if she is responsible for the entire process. She also must take into consideration timelines from entities such as the State Board of Education for data, testing, and accreditation requirements. Question 3: Tell me about a time when you failed to meet a deadline. What things did you fail to do? What were the repercussions? What did you learn?The example she gave was when the school implemented a new student database system and trusted the programmers to set it up correctly in order for it to be used by teachers and staff by a certain time. She found out later that they did not set up the program correctly and she along with other staff members had to make corrections which was both time consuming and costly. In the future, she will always inspect progress during the process to ensure that her expectations are being met along with the expectations of the staff, parents, and students. Question 4: Do you spend more than a few minutes to find important papers and documents?She has systems in place for emails and mail. She has trained her staff in a screening process that includes levels of priority. Only certain members of her staff and school board have access to her direct email and phone. In creating the layers and a screening process, she recognizes that when a message does reach her, it is fairly important and she finds it is easier to respond immediately rather than allowing messages to accumulate. Question 5: Tell me how effective you are on prioritizing tasks and completing projects. She plans first with her administrative staff. She reviews their task lists and immediately takes off anything that is considered to be visionary because she feels that those are her responsibility. She will give them the big picture tasks when she has sufficiently added enough structure to the vision so it is ready to be delegated. She has a system of prioritizing tasks as 1 3. Each task is assigned a rating, one being the most urgent, and is also given a plus or minus sign next to it indicating another layer of urgency. Her staff are very clear about tasks that are urgent, to be completed immediately, and those that are urgent, but can postponed if a crisis or unexpected situation occurs. In addition to the labeling of tasks, her staff also circles the tasks that are in progress and then checks the tasks that are completed. In this way everyone has a visual representation of the projects consuming the time of each staff member. Question 6: Do you find yourself spending too many hours in meetings that dont accomplish very much?

Her answer to this question was very simple. Yes, she used to find herself in those situations; however as a director of a school, she does not have the luxury of holding meetings with no accountability. Instead, she thinks about the meeting ahead of time with regard to the cost of the meeting. She thinks about the hourly salary for each person at the table, reviews that with the purpose of the meeting, and then decides to either hold the meeting or to find other ways to accomplish that purpose. Question 7: In addition to the methods described, how do you typically plan your day to manage your time effectively?

She actually starts her day between 2 and 4 in the morning. That is the time when she feels she is the most focused. She typically has her phone next to her bed and will start emailing ideas to herself because there are no interruptions and her best visionary thinking is done then. She constantly asks herself questions such as; is there a better way to organize this process, How will this process move the corporation forward, How can we streamline efficiencies. Does the culture align with the mission? She views her job as the visionary, providing enough structure to the vision and then presenting it to the teachers for their feedback and shared ownership. She was very clear that she does not do the work; she has hired and trained her teachers to implement the vision and align the culture with the mission statement. Her job is to organize, oversee, provide resources, mentor, but not to do it. In doing this, she actually becomes more effective and is free to keep the organization moving forward. Question 8: How do you handle interruptions in your day?Since she has already started her day with a period of time for planning and reflection, she is ready for the interruptions of teachers, parents, and students in her schedule. In fact, these interruptions provide breaks throughout the day and can lead to some creative ideas or problem-solving. She typically is very task driven so when there is an interruption, she will give a signal for the person to wait for a moment while she transitions, then she is able to give her undivided attention to the situation and the person. She has found this strategy effective with staff and students, however with parents, they typically do not want to wait, indeed get more escalated when waiting, so she tries to give them attention as soon as possible. Question 9: What time management strategies do you use when balancing work and family?She has three children raised by her and her husband. They are between 25 and 28. Two are still living at home. They have adopted two other children who are now 13 and 18. She and her husband are homeschooling the two of them. In the family, everyone seems to work together to make everything run smoothly. She hires tasks out as much as possible, both her and her husband do a lot of multitasking, but plan time for family vacations and outings. One of her habits is that before a vacation, she takes two days to plan down her schedule in order to prepare for time focused on herself and her family. She encourages her staff to do the same. In this way she is not spending the majority of her vacation time decompressing from her busy schedule and not enjoying time with her family. She also sets limits on tasks she does for work so that her family knows when she is fully available for them. Question 10: Any other tips that you might share not specifically asked?Know yourself and your work habits, identify stressors and plan your task list around your habits. Set limits on your work tasks and plan time for yourself and your family. Remember that your responsibility to yourself and your organization is in the planning, creation, organizing, and giving structure to the vision and culture of the school. Use your staff and teachers to share in the ownership and implementation of the process. You are not paid to staple papers; you are paid to give that task to the best stapler in the school. Prioritize and plan tasks, inspect the work you expect of others, and ask questions about how to improve each process. Task E: Time Management JournalMonday, September 29, 2014Time Activity Classification

3:30 5:30Get up, do some household chores and go to gym Personal

5:30 - 6:40 Get ready and leave for work Personal

TimeActivity Classification

7:00 7:30 Monitor halls before school Duty

7:30 8:10 Administrative meeting Meeting

8:10 8:15 Hallway duty Duty

8:15 8:45 Monitoring Monacan Morning Duty

8:45 8:55Clear hallways Duty

9:00 10:00 Met with school counselor about specific students regarding scheduling, attendance, and health issues Student Issues

10:00 10:20Classroom Observation Instructional Practice

10:20 10:25 Clear Hallways Duty

10:25 10:55Met with AP regarding student referral Student referral

10:55 11:10Planning for PSAT day Planning an event

11:10 12:30 Lunch Duty Duty

12:30 1:00Eat lunch and plan faculty meeting Administrative Planning

1:00 1:15 Met with SPED depart. Chair about long term sub Teacher Concern

1:15 1:30 Discussed special ed student referral Student referral

1:30 1:50 Parent meeting Parent contact

1:50 2:05 Bus Duty Duty

2:05 2:40 Faculty meeting Teacher/admin. meeting

2:40 3:15 Administrative debriefing Administrative Planning

3:15 4:30 Talked with teachers who dropped by, read and responded to emails, Teacher, meetings, administrative duties

4:30 9:00Worked at Carrabbas

9:00 10:00Ate and went to bed

Tuesday, September 30, 2014Time Activity Classification

3:30 5:30 Get up, household chores, go to gym Personal


5:30 6:40Return from gym, get ready for work, leave Personal

7:00 7:30 Monitor Halls Duty

7:30 7:50 Answered questions from SRO, student and teacher, sent for two students, absent Student Issues


7:50 8:10 Answered teacher question about detention Teacher Issue

8:10 8:50 Monitored halls and Monacan Morning Duty

8:50 11:10 Spent time with Principal on the School Improvement Plan Administrative


12:30 12:40Student Issue with dress code Student

12:40 12:50Birthday celebration Administrative

12:50 1:00Student in crisisStudent

1:00 1:35 School improvement plan Administrative

1:35 1:50 Student meeting Student

1:50 2:05Bus Duty Duty

2:05 2:15 Parent phone call Parent

2:15 2:45 Debriefed with other APs and plan for next day Administrative

2:50 3:00Parent phone call Parent

3:00 3:30 Talked to teacher about convocation Teacher

3:30 4:00Organized emails and notes from day Administrative

4:00 7:00Worked on Ed.D

7:00 8:00Volleyball and dropped of bank bag Duty

8:00 10:00Fed dogs, ate dinner, talked to friends on phone and fell asleep Personal

Wednesday, October 1, 2014Time Activity Classification

3:30 5:30 Got up, household chores, gym Personal

5:30 6:40Returned from gym, ready for work Personal

7:00 7:30Monitored hallways Duty

7:30 7:50 Talked to AP about a referral Student


7:50 8:00Talked to staff memberTeacher

8:00 2:30 MBTI training at Boulders Administrative

3:00 4:00Debriefed with APs on days events

Administrative


4:00 4:20Finalized and submitted assignment for Ed.D

4:20 6:30 MRIPersonal

6:45 8:00Jr. Ring Ceremony gave the speech Administrative

8:30 9:30 Ate dinner, decompressed from day and went to bed Personal

Thursday, October 2, 2014Time Activity Classification

3:30 5:30Get up, household chores, go to gym Personal

5:30 6:40 Return, get ready for work, leave Personal

7:00 7:30 Monitor Hallways Duty

7:30 7:40 Talked to World Language Department Chair about leadership Teacher

7:40 7:50Talked to teacher about a student Teacher

7:50 8:10 Talked to students about homecoming Students

8:10 8:55Monitored hallways and Monacan Morning Duty

9:00 9:20Meeting with Another AP Administrative

9:30 10:30 Meeting with student and counselor Student

10:30 12:30 Student altercation in a bathroom Student

Student referral and random drug screening Student

12:30 12:45 LunchPersonal

12:45 1:15Met with AP regarding a scheduling issue Administrative

1:15 2:30 Drs appointment Personal

2:30 3:15 Did some personal errands Personal

3:15 8:00Class Educational

8 10:15 Social time

Friday, October 3, 2014 Time Activity Classification

4:00 5:30 Gym Personal


5:30 6:40 Return from gym and get ready for day, leave Personal

7:00 7:30 Monitor hallways Duty

7:30 8:00Phone stolen from one of my students Student

8:00 8:30 Verbal confrontation in hallway Student

8:30 9:00Social Studies scheduling change Administrative

9:00 9:15 Parent phone call about a teacher Parent

9:15 9:45 Parents came in from yesterdays altercation in bathroom Parent

9:45 10:00Counselor and scheduling issues Administrative

10:00 10:20 Testing Administrative

10:25 Tardy Sweep Administrative

10:30 11:00Verbal altercation in hallway Student

11:00 12:00Lunch duty Duty

12:00 1:50 Senior Convocation Duty

Head lice issue Student panic attackStudent


2:00 3:00Respond to emails, complete parent contact logAdministrative

3:00 4:00Administration team debrief, plan for Saturday work schedule, Administrative

4:00 5:30 Organize desk, emails, etc. Administrative

5:30 10:00Worked at Carrabbas

Monday, November 10, 2014Time Activity Classification

3:30 5:30Get up, household chores, gymPersonal

5:30 6:40Return from gym, get ready and leave for school Personal

7:00 7:30Monitor hallways Duty


7:30 8:10 Administrative Meeting Administrative

8:10 8:55Hall duty and Monacan Morn Duty


9:00 9:15 Finish administrative Meeting Administrative

9:15 9:40 Student Discipline Issue Student

9:40 10:20 Student issue suspected drug Student

10:20 10:30 Hall duty Duty

10:30 11:00Classroom Observation Teacher


12:30 1:50 Girl fight in bathroom Student


2:00 2:30 New Teacher Meeting Teacher

2:30 3:00Emails and lunch Administrative

3:00 3:30 Parent phone calls Parent

3:30 4:00Meeting with teacher Teacher

4:00 5:30 Emails and organizing from day Administrative

Tuesday, November 12, 2014Team Activity Classification


5:30 6:40Return from Gym and get ready and leave for school Personal

7:00 7:30 Monitor hallway Duty

7:30 8:10 Scheduling meeting Administrative

8:10 8:50 Monacan Morning, getting students set up on Edmentum Administrative

8:50 9:00Clear hallways Duty

9:00 9:50 Risk assessment Student

9:50 10:20 Talked several different APs about awards, observations, etc. Administrative


10:25 -11:00Teacher observation Teacher


12:00 12:15 Sub to cover for World Language teacher Administrative

12:15 12:30 Student conflict Student

12:30 12:45Parent phone call Parent

12:45 1:00Set up teacher observations for ad hoc committee Administrative

1:00 1:20 Teacher observation Teacher


1:20 1:40Checked on disruptive class Administrative

1:40 2:00Bus duty Duty


2:00 2:30 TRIBE meeting Administrative

2:30 3:00Set up new teacher observations Administrative

3:00 4:00Talked to teacher Teacher

4:00 5:30 Worked on emails, followed up on paperwork, etc. Administrative

5:30 10:00Worked at carrabbas, went home, ate dinner, bed Personal

Wednesday, November 13, 2014Time Activity Classification


5:30 6:40 Return from gym, get ready and leave for school Personal

7:00 7:30 Monitor and clear hallways Duty

7:30 7:50 Student issues Student

7:50 8:10 Testing Clarification for remediation purposes Administrative

8:10 8:50 Monacan Morning Duty

9:00 9:30 Met with world languages teachers about midterm Teacher

9:30 9:45 Meeting with AP regarding scheduling Administrative

9:45 10:00Searched a student for potential drugs Student

10:00 10:20 Student issue in MOID program Student

10:20 10:25 Hall duty Duty

10:30 10:50 Meeting with School psychologist about a restorative conference Administrative

10:50 11:20Meeting with counselor regarding four students Students


12:30 12:40 Trying to eat lunch

12:40 1:50 Dealt with four student issues Student


2:00 2:45 Parent Meeting Parent

2:45 3:15 Counseling meeting Administrative

3:15 4:00Teacher meeting Teacher

4:00 6:00Organize from day, emailsAdministrative

Thursday November 13, 2014 Time Activity Classification

3:30 5:30 GymPersonal

5:30 6:40 Return from gym, get ready and leave for school Personal

7:00 7:30 Monitor halls Duty

7:30 7:50 Three student issues Student

7:50 8:10 One Staff member issue Administrative

8:10 8:50 Monacan Morning duty Duty

9:00 9:30 Testing meeting Administrative

9:30 10:00Classroom observation Teacher

10:00 10:20 Classroom observation Teacher


10:30 10: 55Classroom observation Teacher


Four student issues Student

Technology issue Administrative

Edmentum issue Administrative

Student exam exemption issue Administrative

12:30 12:45 Lunch

12:45 1:30Classroom disruption Student

1:30 1:50 Debriefing with APs Administrative


2:00 2:30 Student Leadership meeting Administrative

2:30 3:15 Debrief and emails, etc. Administrative

3:30 8:30 Class

Friday, November 14, 2014Time Activity Classification


5:30 6:40 Return from Gym, get ready and leave for school Personal

7:00 7:30 Monitor hallways Duty

7:30 8:10 Three student issues Student

8:10 9:00Monacan Morning Duty

9:00 10:00Parent meeting Parent

10:00 10:20 Student issues Student

10:20 10:25 Clear hallways Duty


10:25 10:50 Teacher Observation Teacher

11:00 12:00Lunch Duty Duty


12:00 12:15 Talk to FC about bulletin boards for student recognition Administrative

12:15 12:30 Clear Hallways Duty

12:30 1:15Four student issues Student

1:15 1:30 Technology issue Administrative

1:30 1:50 Mini pep rally for football team Duty


2:00 2:30 Meeting with English and Sped teachers Administrative

2:30 3:30 Follow up on emails, etc. Administrative

3:30 6:30 Ed.D assignments

6:30 11:00Football game

Figure 1: Time Logs of two typical work weeks Monday Friday: Task F: Synthesize Information from tasks A ETasks A, & B: Comparison of Current Job Responsibilities with Official Job Description and Personal Goals

Job DescriptionCurrent Job ResponsibilitiesObservations

Instructional Leader; reviews and analyzes data to lead the school efforts in achieving high academic performance for all studentsOversee Testing Oversee On-Time-Graduation RatesWork with Principal on Annual Operating PlanWorks with Department Chairs on Grade Distribution Reports Due to a new data base this year, data collection is different and seemingly more cumbersome. I worked with the administrative team to obtain an on-line credit recovery program this year to help with remediation ultimately trying alternative approaches for our at-risk students. Data Analysis is a weak point within our administrative team.

Job DescriptionCurrent ResponsibilitiesObservations

Serves as an assistant to the principal. Provides leadership and direction to the school teachers and support staff. Coordinates curriculum development with instructional services, administrators, specialists and teachers.Communicates division-wide policy, procedures and guidelines to school staff Oversee the following departments;Special EducationWorld LanguagesSocial StudiesOversee New Teacher Orientation Oversee technologyOversee Discipline and attendance for students with last names E K. Communicating best practices, curriculum pacing, revised SOL tests, benchmark tests, including mid-term exams, etc. are just some of the ways I serve as a liaison between the central office specialists and the teachers. I also work with the technology integrator to ensure that those requirements are met in terms of training and incorporating technology into instructional practice.

Interprets school board policy, procedure and guidelines to parents and public. Ensures compliance with existing applicable federal and state statute, policy and guidelines and in particular the operation of programs for the academically talented and special education.Assists principal in staffing needs, recommending changes, and participation in the recruitment, selection and assignments of the school staff. Oversees Special Education Department Meets regularly with parents Assists in the hiring process and in development of teacher directed support plans when needed. These align.

Assists in budge preparation and monitoring of school and activity fund budget. Regularly sign checks, approve purchase ordersTake bank bag for deposit I do not have a big picture understanding of the budget process and have not been given access to the budget software.

Represent school at meetings, conferences, hearings, and other public forums, gathers citizen and parental inputDue to discipline issues, represent school in court,Represent school at various meeting These are aligned.

Works with committees of teachers, other assistant principals and principals in specific programs, projects, or courses of action.Worked with various ad hoc committees of teachers on revamping Monacan Morning and currently working with a technology ad hoc committeeI believe there is more to be done to partner with community members

Job DescriptionsCurrent ResponsibilitiesObservations

Demonstrates commitment to improving professional competence. Currently working on Ed.D, Communicate opportunities for teachers to attend Professional Development within and outside of the county,New Teacher Orientation includes an opportunity for new teachers to observe colleagues These are aligned

Assesses student learning on an ongoing basis and alters instruction to meet group/individual needs Oversees testing Attends PLC meetings and reviews agenda items including assessments. This part of the formal job description does not make sense as it seems to be more teacher-directed. I can oversee this process and observe it during regular observations, but do not have direct responsibility for student assessment and instruction.

Uses the curriculum of the district to plan daily instructional activities Teacher observations. My comments on this particular Job Function are similar to those above. I do not have direct responsibility to teach students although I am able to guide teachers to correct use of curriculum and plan daily activities.

May perform other duties as assigned This is where other duties such as the daily operational needs of the school are included.

-Discipline and attendance for students with last names beginning with E K. -Teacher and student recognition Programs -Development of Community and Parental support through activities such as Scheduling fairs, specialty center informational meetings, back-to-school nights, etc. -Crisis and safety plans, drills-Compliance with local safety codes-Supervision of student activities including athletic events, fine arts events, and club activities. These items may be considered under other duties, however the amount of time they constitute and the impact on the school culture warrants them to be listed separately.

Figiure 2: Graphic Organizer to compare official Job Description with Current Responsibilities and observations about differences. Task C: Mini Literature Review

Time Management

Components of Time Management Psychological ImplicationsBenefits of Time Management

Manage perception of time at a mental level first. Increased Creativity Set Goals and Prioritize

Increased achievment and productivity Use Aides such as Creating Lists

Include time to psychologically detach from work tasks

Reduced Stress Plan, organize and structure day, include time for interruptions

Figure 3: Mind Map Frame organizing concepts of time management mini-literature review

Task D: Interview a Practicing AdministratorR: Know your role within the organizationS: Systemize processes as it reduces decision-making and frees timeV: Value your time, supervise the workP: Plan tasks around your work habits and stressors, plan for interruptionsG: Give vision a structure, than give the vision to the stakeholdersM: Mentor others to duplicate your habits so you can help each other stay on trackQ: Question how to make processes and programs more effectiveFigure 4: Mnemonic summarizing concepts learned from Interview with an administrator. Task E: Time Management Journal

Figure 5: Pie Chart summarizing time log categories of work weeks see Figure 1

The process of creating and maintaining a time log was very arduous, but extremely helpful in revealing to me where the majority of my time is spent during my school day. Even though my official job description includes an emphasis on instructional leadership, those are not the activities that consume the majority of my time. I was also surprised by how much time I spend monitoring hallways, lunches, buses, and Monacan Mornings. There is no time for planning or organizing tasks which I sometimes do at the end of the day for the next day. It was also exhausting typing the time log because of everything that happens during the day. A simple walk from one hallway to another can include 2 6 stops along the way answering questions, solving a problem, or chatting with a teacher or student creating a stronger relationship. Those are difficult to log, but necessary as I create a plan of improvement for a more effective time management process. Doing some self-reflecting, I also believe that I have not created a time management plan for my position of Assistant Principal even though this is my fourth year in the position. I am still relying on methods I used as a teacher which are no longer as effective. This leads into my final task, creating a personal improvement plan. Task: G: Improvement Plan BehaviorSpecifics for Implementation

1. Check MindSet -My thoughts: I can manage my time-My thoughts: I have enough time to do what is most necessary

2. Set Goals -Each day set 2-3 attainable goals for the day-One of the goals MUST be about instruction-Goals should be set the afternoon before each day.

3. Prioritize activities -Consciously think about each activity and question if this is the best use of my time-Number activities 1 3 in order of priority-Place a + or after each activity to indicate sense of urgency -Use a O to indicate task in progress and a \ to indicate completion.

4. Plan -Make enough time for interruptions-Make 2 3 tasks under each goal and use priority system for each

5. Delegation -Do what is your role, supervise, and delegate whenever possible-Use resources, people want to help and it will give them more ownership of the process

6. Value your time -Use tools such as do not disturb signage -Make time to detach from work to increase productivity and reduce procrastination-Make time for creativity, questioning how to make improvements, and how to move the organization forward.

Figure 6: Table describing improvement planConclusion Time management is essential to being an effective administrator. There were several important concepts that I have learned from this project. The first is that the time management strategies I used as a teacher do not transition effectively into an administrative role. The second is that setting goals before leaving the office each evening will help in creating a more productive day. Setting aside more time for instructional activities such as classroom observations, instructional conversations, and brainstorming more effective classroom engagement activities should be my priority. Focusing on the activities within my sphere of responsibility will also increase my effectiveness and the school culture. Equally important is scheduling time to psychologically disconnect from my work as an educator and pursue other interests to decrease procrastination behavior and increase satisfaction within my role as an educational leader.

ReferencesBotha, R.J. (2013). Time management abilities of school principals according to gender: A case study in selected Gauteng schools. Africa Education Review, 10.(2), pp 364 380. doi: http://dx.doi.org/10.1080/18146627.2013.853532.Bouranta, N., Moustakis, V., Zampetakis, L. (2009). On the relationship between individual creativity and time management. Thinking Skills and Creativity 5. pp 23 32. doi: In10.1016/j.tsc.2009.12.001.Bunk, J., DeArmond, S., Matthews, R.A., (2014). Workload and Procrastination: The roles of psychological detachments and fatigue. International Journal of Stress Management 21(2). pp 137 161. doi: 10.1037/a0034893.Debolt, D., Mathews, J., Percival, D., (2014). How to manage time with 10 tips that work. Entrepreneur Press October 2014. Retrieved from http://www.entrepreneur.com/articcle/219553.Fogarty, G.J., MacCann, C., Roberts, R.D. (2012). Strategies for success in education: Time management is more important for part-time than full-time community college students. Learning and Individual Differences 22. pp. 618-623. doi: 10.1016/j.lindif.2011.09.015.Hafner, A., Pinneker, L., Stock, A., Strohle, S., (2013). Education psychology: An international journal of experimental educational psychology. Educational Psychology 34(3). pp. 403-416. doi: http://dx.doi.org/10.1080/01443410.2013.785065.

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