“We must change the culture in education starting at the top. Superintendents and principals should be trained in the use of classroom technology tools so they understand what teachers need.” (Text of Governor Rick Perry's Remarks on State of Education in Texas  March 14, 2002, Thurs  7:45:26 P.M. CST CAPITOL SPOTLIGHTsm  ARCHIVE http://www.mycapitol.com/spotlightarchive.htm )

 Governor Perry's statement reminds us that those who are in the position to guide policies and make decisions for student improvement must posses the skills and knowledge to execute excellent decisions.  As Texas schools are required to raise the level of instruction to include higher-order thinking, problem-solving, and technology integration, superintendents must be included in those who are adept in these skills.

An exciting program in Texas is developing a new breed of superintendents who will be effective integrators of technology, research, and problem-solving skills.  The Bill Ratliff School Executive Academy of Northeast Texas is helping to ensure that superintendents are equipped for leadership under rising legislative accountability, more demanding content and curriculum, and an ever changing demand for higher technology skills.    

In 2003 Texas is implementing a new accountability system, resulting in higher expectations on new student tests.  These tests promise to be more rigorous than the previous tests and teachers are faced with creating a learning environment using greater depth of content and higher-order thinking skills.  A new teacher/leader development system is in place to bring teachers up to speed with the use of technology, data, and continuous improvement in the teaching and learning process. 

Unique Approach to Professional Development

Concurrently, there is a new “superhighway” for superintendents, known as The Bill Ratliff School Executive Academy Of  Northeast Texas.   The academy is “super” in many respects…first, because it utilizes a unique and powerful partnership between The Region VIII Education Service Center and Texas A&M University at Commerce.  Participants of the academy receive post-graduate credit while working toward the superintendent certification.  The academy affords candidates an alternative superintendent certification program approved by the State Board for Educator Certification.

Secondly, the academy is “super” because the two existing cohorts—year 1 and year 2 collaborate with practicing superintendents, professors, and ESC staff to design and implement working strategies for addressing the needs of participating school districts.  The academy emphasizes real-life expertise and implementation instead of the traditional seat time.  The program emphasizes the application of knowledge and skills through a variety of experiences developed around real problems of administrative practice.  The cohorts also develop critical skills in technology, research, real-world project-based activities, online accountability, virtual chats and networking, and face-to-face study groups.  

Thirdly, the academy is “super” because it breaks out of the traditional mold of the industrial age classroom.  The academy utilizes three powerful concepts for delivery.  One-third of the class time is dedicated to virtual online research and accountability activities including journaling, article analysis, electronic portfolio, and cohort commentaries and chats.  Scholars engage in a process of ongoing assessment of mastery and accomplishments in reference to the SBEC Competencies for Superintendents. Context is noted as well as the functional skills employed and the programmatic results are documented online.  The online database has been created and is supported by ESC8 technical wizard, Miguel Bacallo.  It is a fabulous tool for keeping track of all documentation, activities, and evaluations for each scholar on each proficiency.

One-third of the academy involves applied problem-based projects in real-world settings.  These projects are determined in collaboration with the mentor superintendent and are of major importance to the district.  Applied learning includes but is not limited to school board presentations and observations, district planning and improvement, case studies, book reviews, and  mentorship with a certified superintendent. 

The last one-third is dedicated to face-to-face study groups.  All three of these program characteristics are research-based best practices for successful implementation of learning environments that rely heavily on distance learning and online communication.  Incorporating face-to-face communication is invaluable for encouraging effective collaboration online.   Networking with colleagues that are actually engaging in district improvement projects allows participants to effectively master the competencies of a superintendent today and in the future. Program emphasis addresses knowledge and skills while allowing them to be clinically rehearsed, and applied to field settings.  The goal of the academy is to provide schools with the leadership necessary to strengthen district performance, stimulate community engagement, and improve student outcomes. 

The academy is a “highway” because it speeds scholars through the process of preparing for the Superintendent ExCET in one year.  The academy is SBEC Proficiency driven.   There are 91 proficiencies directly tied to the ExCET exam.  An electronic portfolio is used to continuously assess the mastery of these proficiencies for each scholar.  Unlike traditional programs that often emphasize the amount of seat time, the academy focuses on impacting student progress through instructional leadership in teaching and learning.  At the same time, the academy allows participating scholars to block out time for family and civic duties.  Documenting each proficiency is accomplished through real-world activities and apprenticeship, and some are credited as a part of a scholar’s previous professional experience.

Project Staff

Dr. Bennat Mullen, formerly of Stephen F. Austin State University and now the inspiring force behind The Bill Ratliff School Executive Academy Of  Northeast Texas works as project directory with Scott Ferguson, Executive Director of Region VIII Education Service Center, David Mabe, Associate Executive Director, Miguel Bacallo, Database Engineer at ESC8, and  Dr. James Vornberg, Chairman from the Department of School Administration Texas A&M University – Commerce. 

Dr. Mullen believes that preparing school leaders involves not only knowledge and skills, but also the development of character traits like integrity, stewardship, and a necessary spiritual dimension for leadership.   His aspirations to build a valid and effective leadership program for the strenuous demands of the 21^st Century have been realized in The Bill Ratliff School Executive Academy.  He has created an environment where outstanding scholars can apply what they know without the restraints of a traditional classroom.   He states,

“Time and cost are two important barriers to talented people entering traditional programs. We can illustrate how blocked time, technologies, local study groups, school-based mentors, and school-based projects make the program job-, cost-, family-, and time-friendly."

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From Left to Right:  Dr. Don Coker, Dr. Kenneth English, Dr. Bennat Mullen

As the second year unfolds in The Bill Ratliff School Executive Academy, Dr Mullen is handing the reigns over to Dr. Don Coker who has served as department head, dean of  the school of education and provost and vice president of academic affairs at Texas A&M University at Commerce.  According to Dr. Mullen,  Dr. Coker is a person of principal and wisdom and a good organizer with insight into how schools, universities, and service centers work together.

Applying To the Program

 If you are interested in more information about attending the academy, please feel free to visit the ESC Region VIII website to download an application packet for the next cohort forming this spring. 

Program Evaluation