Week Five – Part E of the Final Report: Three Year Professional Development Plan
Overview
You have made it! Welcome to the last week of your Capstone Course – you are nearing successful completion of your Superintendent Certification program. This week we are helping you become more future focused. We are asked to review all aspects of your intern experiences, including self-assessments, Superintendent Practice Test and LCE results, your interactions with your campus and district leaders, the Superintendent/Supervisor Internship Summative Evaluation, and any other areas of need and create a three year professional development plan that will help direct your career and leadership goals.
Learning Outcome
Ø Analyze your SBEC Post Self Assessment in relation to your Professional Development Plan (PDP), your SISE, and any other insights and suggestions gained during the Superintendent internship and develop a comprehensive three year professional development plan.
Performance Outcomes
Ø Examine a variety of assessments (e.g., Post SBEC Assessment, Superintendent/Supervisor Internship Summative Evaluation), intern plan progress, and develop a comprehensive three year professional development plan that includes:
1. Goals
2. Identification of TExES Superintendent Domain and Competency addressed in each goal
3. Objectives
4. Resources such as Courses/books/workshops/webinars that will help achieve each goal
5. Identification of mentor(s) and other professional support staff to help achieve each goal
6. Timeline(s)
7. Evaluations
Ø Complete your three year Professional Development Plan (PDP) template;
Ø Post a reflection on your PDP to your blog, and comment on the blogs of two other students;
Ø Update your Vita;
Ø Complete the process of ensuring that all required forms, applications, and reports are appropriately submitted.
Rubric
Use the rubric below to guide your work.
Tasks | Accomplished The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area. | Proficient The evidence suggests that performance on this work matches that of a strong educator. | Needs Improvement The evidence does not yet make the case for the educator being proficient at this task. | Unacceptable There is no evidence of the candidate being proficient at this task. |
Comprehensive 3 Year Professional Development Plan | Student examines a variety of assessments (e.g., Post SBEC Assessment, Superintendent/Supervisor Internship Summative Evaluation), intern plan progress, and develop a comprehensive three year professional development plan that includes each of the following for Year One, Year Two and Year Three: Goals – at least two for each year 2 points for each goal times 3 years = 12 Points possible); Identification of TExES Superintendent Domain and Competency addressed in each goal (1 point for each identified Competency – 6 goals with at least 6 Competencies); Objectives – describe at least one objective for each goal (at least 6 points); Resources such as Courses/books/workshops/webinars that will help achieve each goal; Identification of mentor(s) and other professional support staff to help achieve each goal (1 points for each identified resource = at least 6 points for resources) Timeline(s) for each goal (6 points possible – 1 point for each timeline); Evaluations – identify at least one evaluation recommendation for each goal (at least 6 points possible) 48 Points Possible for addressing at least 6 goals total (2 for each year) | Student examines a variety of assessments (e.g., Post SBEC Assessment, Superintendent/Supervisor Internship Summative Evaluation), intern plan progress, and develop a three year professional development plan that includes only one goal for Year One, Year Two and Year Three: Goals – at least one for each year 2 points for each goal times 3 years = 6 Points possible); Identification of TExES Superintendent Domain and Competency addressed in each goal (1 point for each identified Competency – 3 goals with at least 3 Competencies); Objectives – describe at least one objective for each goal (at least 3 points); Resources such as Courses/books/workshops/webinars that will help achieve each goal; Identification of mentor(s) and other professional support staff to help achieve each goal (1 points for each identified resource = at least 3 points for resources) Timeline(s) for each goal (3 points possible – 1 point for each timeline); Evaluations – identify at least one evaluation recommendation for each goal (at least 3 points possible) 32 Points Possible for addressing some goals (at least one for each year) | Student only partially completes the Professional Development Plan 16 Points Total | Student demonstrates no effort to complete this activity. 0 Points |
Completes PDP Template | Student provides a completed 3 Year Professional Development Template (5 Points for each year properly completed) 15 Points Possible | Student provides most of the 3 Year Professional Development Template, but does not complete all elements 10 – 12 Points Possible | Student only partially completes the 3 year PDP. 5 – 7 points possible | Student demonstrates no effort to complete the PDP. 0 Points |
Blog Comments | Student follows directions and posts his or her reflection on the 3 Year Professional Development Plan submitted and comments on at least two other students’ relfections on their PDP. 6 Points | Student follows directions and posts his or her reflection on the 3 Year Professional Development Plan submitted and comments on at least one other students’ relfections on their PDP. 4 Points | Student follows directions and posts his or her reflection on the 3 Year Professional Development Plan submitted but does not comment on any other students’ blogs. 2 Points | Student fails to post reflections to his or her blog. 0 Points |
Update Vita | Student reviews his or her vita, revises it where appropriate and submits it, and describes the revisions and changes in the Vita since EDLD 5396. 5 Points Possible | Student reviews his or her vita, revises it where appropriate and submits it, and briefly describes the revisions and changes in the Vita since EDLD 5396. 4 Points Possible | Student reviews his or her vita but does not make any changes. 1 Point | Student makes no effort to complete this activity. 0 Point |
Review and Submission of all Reports | Student reviews all documents/forms required and shows evidence that all have been submitted, including: District Supervised Summary Report – documenting total number of hours of intern experiences identified by Domain and Competencies; Superintendent/Supervisor Internship Summative Evaluation; Revised Intern Plan; Completion of Comprehensive Final Report – Parts A – E. 10 Points Possible | Student reviews all documents/forms required and shows evidence that most have been submitted, including: District Supervised Summary Report – documenting total number of hours of intern experiences identified by Domain and Competencies; Superintendent/Supervisor Internship Summative Evaluation; Revised Intern Plan; Completion of Comprehensive Final Report – Parts A – E. 8 Points Possible | Student submits less than half of the required documents or forms. 4 Points | Student makes no effort to complete this activity. 0 Point |
Blog Comments on SISE Conference | Student follows directions and following conference with the Supervisor, posts his or her reflection on lessons learned from the SISE Conference and comments on at least two other students’ relfections on their SISE. 6 Points | Student follows directions and following conference with the Supervisor, posts his or her reflection on lessons learned from the SISE Conference and comments on at least one other student relfections on their SISE. 4 Points | Student follows directions and following conference with the Supervisor, posts his or her reflection on lessons learned from the SISE Conference but no comment on other blogs. 2 Points | Student fails to post reflections to his or her blog. 0 Points |
Assignment Mechanics | Responses are relevant to course content; no errors in grammar, spelling, or punctuation. 3 Points | Responses are relevant to course content; few errors in grammar, spelling, or punctuation. 2 Points | Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. 1 Point | Student does not follow the proper assignment mechanics. 0 Points |
Week Five Assignment, Part 1 and Part E of the Three Year Professional Development Plan
Please review and examine a variety of assessments (e.g., Post SBEC Assessment, Superintendent/Supervisor Internship Summative Evaluation), intern plan progress, and develop a comprehensive three year professional development plan that includes each of the following for Year One, Year Two and Year Three:
Goals – at least two for each year 2 points for each goal times 3 years = 12 Points possible);
Identification of TExES Superintendent Domain and Competency addressed in each goal (1 point for each identified Competency – 6 goals with at least 6 Competencies);
Objectives – describe at least one objective for each goal (at least 6 points);
Resources such as Courses/books/workshops/webinars that will help achieve each goal;
Identification of mentor(s) and other professional support staff to help achieve each goal (1 points for each identified resource = at least 6 points for resources)
Timeline(s) for each goal (6 points possible – 1 point for each timeline);
Evaluations – identify at least one evaluation recommendation for each goal (at least 6 points possible)
The following template will assist you in completing your 3 Year PDP:
Year One
Goal 1 | TExES Domain 1 Competency 2 | Objective Learn how to shape district culture | Method I want to track new to district superintendents and see how they change and shape the district culture Reading: A New Breed of Leader | Dr. Mixon | Completion June of 2012 | Evaluations I will know where the new superintendents are working and know what they have done since arriving at the district |
Goal 2 | TExES Domain 1 Competency 3 | Objective Learn how to gather input from stakeholders in the district | Method I want to watch and learn how our new district superintendent gathers input from our parents and community members Review: Review areas of the Texas Association of School Boards Information | Dr. Kelly | Completion June of 2012 | Evaluations I will have at least methods of getting input from parents and community members |
Year Two
Goal 3 | TExES Domain 1 Competency 4 | Objective Work with the board of trustees to define mutual expectations, policies, and standards | Method I would like to attend the board training sessions | Dr. Kelly | Completion June of 2013 | Evaluations I will reflect with Dr. Kelly after the training |
Goal 4 | TExES Domain II Competency 5 | Objective Evaluate curricula and provide direction for improving curricula based on sound, research-based practices | Method Study how other districts prepare students for Advanced Placement classes by studying their Pre-AP curriculum Review areas of the Texas Association of School Boards Information | Dr. Watson | Completion June of 2013 | Evaluations A report comparing our curriculum with other district’s curriculum |
Year Three
Goal 5 | TExES Domain III Competency 8 | Objective Implement plans for using technology and information systems to enhance school district operations | Method Implement the campus wide VDI program at my campus and compare the new system operation with the old system Review : this is the International Society of Technology in Education | Mr. Bartay | Completion June of 2014 | Evaluations I will have the VDI program fully installed and utilized and be able to compare the effectiveness of the new system |
Goal 6 | TExES DOMAIN III Competency 9 | Objective Develop and implement procedures for crisis planning and for responding to crises | Method Meet with Mr. Partin to review our district’s plan and process of reflection after a crisis Review: United States Department of Education Emergency Response and Crisis Management and Technical Assistance Center | Mr. Partin | Completion June of 2014 | Evaluations Meeting notes and knowledge of how to implement crisis procedures |
Blog Follow-Up: Be sure to post a reflection on the lessons learned from developing your Professional Development Plan to your blog, and read and comment on at least two other students’ PDP reflections.
Reflections Posted
Week Five Assignment, Part 2 Update Vita
Please reviews his or her vita, revises it where appropriate and submits it, and describes the revisions and changes in the Vita since EDLD 5396 in the space below:
Annette Chambliss
3124 Pebble Bay, League City Texas 77573
Cell: 281-704-6497; Work: 832-736-6701
E-mail: chamblissa@pearlandisd.org
Education
E.D.D In Progress, Lamar University
M.S. Mid-Management, Texas A&M University, Corpus Christi, Texas, 1994
M.S. Curriculum and Instruction, Texas A&M University, Corpus Christi, Texas, 1990
B.S. Elementary Education, Texas A&M University, Kingsville, Texas, 1986
Certification
Superintendent Certification In Progress, Lamar University
Principal Certification Texas, 1990
Reading Certification Texas, 1988
Elementary Education Certification Texas, 1986
Administration and Leadership Experience
Principal, Pearland Jr. High East
Pearland I.S.D.
2315 Old Alvin Road Pearland, TX 77581
July, 2011 - Present
· Developed the ZAP program
· Developed the Roughneck Card Incentive Program
· Developed the Teacher Incentive Program
Principal, Alexander Middle School
Pearland I.S.D
3301 Old Alvin Road, Pearland, TX 77581
2007- 2011
- Served as Region and State Principal of the Year 2009-2010
- Represented state of Texas at the NASSP Awards Program in Washington D.C. during the 2010-2011 school year
- Represented Texas middle schools as a member of the Commissioner of Education Advisory Committee
- Winner of Elmer Watson Middle School Award for the 2009-2010 school year
- Attended Harvard Leadership Program in Cambridge, Massachusetts during the summer of the 2009-2010 school year
- Recipient of the BISI grant
- Made AYP every year
- Created boot camp competition for science and increase science scores in all areas
- Implemented Mini-Observation Instructional Program from Harvard summer leadership program
- Exemplary school for the 2009-2010 school year
- Exemplary school for the 2008-2009 school year
- Exemplary school for the 2007-2008 school year
- Created positive climate with focus on community service
- Opened Alexander Middle School for 2007-2008 school year
Principal, Sablatura Middle School
Pearland I.S.D
3301 Old Galveston Road, Pearland, TX 77581
2005- 2007
- Named Principal of the Year for Pearland ISD during the 2007-2008 school year
- Implemented Mapping Instructional Program
- Exemplary school for the 2005-2006 school year
- Created positive climate with focus on community service
Assistant Principal, Sablatura Middle School
Pearland I.S.D
3301 Old Galveston Road, Pearland, TX 77581
2004- 2005
- Provided instructional leadership
- Coordinated the Student Management System
- Fostered team-building and collegiality among staff
Assistant Principal, Santa Fe Intermediate School
Santa Fe I.S.D
13304 Hwy 6 - PO Box 370
Santa Fe, Texas 77510
2003- 2004
- Provided instructional leadership
- Monitored the instructional program
- Coordinated the Student Management System
Gear Up Coordinator
Corpus Christi I.S.D.
801 Leopard, Corpus Christi, TX 78403
1999-2003
- Created the neighborhood roundup prior to school starting
- Coordinated Advanced Placement vertical teaming for 6th-12th grades in all subjects
- Implemented curriculum walks and self-reflection program
- Developed College Awareness Program, including college visits and financial aid sessions
- Implemented College Visits
- Created partnership with College Board
Principal, Driscoll Elementary and Middle School
Driscoll I.S.D.
410 W Ave. D
Driscoll, TX 78351
Driscoll, TX 78351
1997-1999
- Developed Gifted and Talented Program
- Instructional Coach and Mentor
- Developed Student Management System
- Implemented Reading Renaissance Program
Assistant Principal, Kostoryz Elementary
Corpus Christi I.S.D.
3602 Panama Drive
Corpus Christi, Texas 78415
1995-1997
Corpus Christi, Texas 78415
1995-1997
- Awarded Science/Math Grants
- Instructional Coach and Mentor
- Managed Student Discipline
- Implemented Reading Renaissance Program
Assistant Principal, Driscoll Middle School
Corpus Christi I.S.D.
3501 Kenwood, Corpus Christi, Texas 78408501xxas
1994-1995
- Awarded Pond Grant
- Awarded Mentor Grant
- Instructional Coach and Mentor
- Managed Student Discipline
Teaching Experience
Teacher, Los Encinos Special Emphasis School
1826 Frio Street
Corpus Christi, Texas 78417
Corpus Christi, Texas 78417
1986-1994
- Participated in special emphasis programs and training
- Taught math and science workshops to district teachers
- Grade level leader
- Wrote and awarded several grants for school
- Teacher of the Year – Top Ten Finalist for District
- Chosen for the Administration Leadership Program
Awards/Honors
2010-2011 Served on Commissioner of Education Advisory Committee
2010-2011 Attended National Principal of the Year Program
2010-2011 Represented Texas and met with congressional representatives in Washington D.C.
2009-2010 Selected and attended Harvard Leadership Program
2009-2010 Texas Middle School Principal of the Year
2009-2010 Elmer Watson Middle School of the Year
2009-2010 Regional Middle School Principal of the Year
2007-2008 Pearland I.S.D. Principal of the Year
Affiliations
National Association of Secondary School Principals
Texas Association of Secondary School Principals
Texas Elementary Principals and Supervisors Association
Texas Middle School Association
Gifted and Talented Association
Southwest Educational Research Association
Week Five Assignment, Part 3 Review and Submission of all Reports
Please review all documents/forms required and show evidence that all have been submitted, including:
District Supervised Summary Report – documenting total number of hours of intern experiences identified by Domain and Competencies;
Superintendent/Supervisor Internship Summative Evaluation (see Blog activity regarding the completed SISE);
Revised Intern Plan;
Activity | TEXES comp | Summary of Activity | Resource Person | Date of Completion | Number of Hours |
1.C | 2 | Review district/school vision statements. Note strengths and weaknesses and make recommendations for your district/school. | Sonia Serrano | 12/30 | 2 hours |
2.B | 2 | Review the strategic plan for your district. Note the personnel involved in the plan's development, implementation, and evaluation. Notes: District Improvement Plan | Sonia Serrano | 12/30 | 2 hours |
3.C | 5 | Review the ways in which assessment data are used by the following: board of education, superintendent, faculty, staff, and community relations/information department. Notes: Interview Susan Cornell | Susan Cornell | 12/30 | 10 hours |
4.A | 3 | Review board policy and administrative regulations regarding how communications will be managed in the district. Notes: Interview Renee Ivy | Renee Ivy | 12/30 | 2 hours |
5.C | 3 | Choose a current issue in the district/school. Use steps for issue resolution with a small group of concerned parties. | Sonia Serrano | 12/30 | 5 hours |
6.A | 2 | With permission of the superintendent, observe a district cabinet meeting where the leader plans to use collaborative decision-making. Observe the leader's behavior in outlining goals/problem definition, seeking information, providing information, clarifying/elaboration, challenging viewpoints, diagnosing progress, and summarizing. Include the observations and recommendations for improvement in the notebook. Notes: Ask Sonia to ask for permission for me to attend a Monday cabinet meeting. | Sonia Serrano | 1/31 | 3 hours |
7.A | 5 | Analyze and compare the curriculum with recommendations from NMSA's Turning Points. | Nyla Watson | 1/31 | 10 hours |
8.A | 5 | Analyze the district schedule and staffing, and make recommendations for increased efficiency and meeting student needs. | Nan Weimer | 5/30 | 10 hours |
9. F | 7 | Select and administer two types of evaluation/observation instruments alternative to the official district form. Copies of completed forms and recommendations for alternative evaluation forms will be included in the notebook. Notes: Use mini observation instrument and research another one. | Kim Marshall | 5/31 | 5 hours |
10.D | 6 | Meet with a group of teachers to assess the amount of teaching that is at each student's challenge level Notes: Meet with Margo to get an updated list of GT strategies. | Melanie Grote | 1/31 | 9 hours |
11.A | 8 | Review board policy on technology. Study the district/school plan on use of technology. Review the degree of compliance between policy and the technology plan, as well as the legal aspects regarding the use of software. Notes: Read board policy, review our policy and meet with Vickie. | Vickie McCarthy | 1/31 | 4 hours |
12.E | 6 | Randomly select a group of students and elicit their recommendations for how to improve preparation for tests. Notes: Meet with my principal advisory committee of students and get feedback about all types of testing. | Teresa Foster | 1/31 | 2 hours |
13. D | 5 | Meet with a group of randomly selected students to discuss the strengths and weaknesses of co-curricular activities. Recommendations for improving/expanding the strengths of such activities into other subject areas will be listed and included in the notebook. Notes: Meet with my principal advisory committee of students and get feedback about all clubs. | Teresa Foster | 1/31 | 5 hours |
14.C | 7 | Collaborate with an experienced staff developer in one staff development activity. This activity should include planning, implementing, instructing, and evaluating. Notes: Interview Noel Gray. | Noel Gray | 2/28 | 8 hours |
15.B | 10 | Meet with a current leader involved in implementing a district/school change. Find out why the change was made and what steps were taken to make the change. Following this meeting, survey several people affected by the change to assess the support or nonsupport for the change. Analyze the stage that each person has reached and recommend a means for moving the person to the next stage. Notes: Interview Don Marshall and key personnel involved with MUNIS implementation. | Don Marshall | 2/28 | 3 hours |
16.C, d, E | 6 | Review discipline referrals for a specific period, and compile the data with regard to grade level, special education classification, race, and gender. | PEIMS Coordinator and Assistant Principal | 5/30 | 10 hours |
17.A | 10 | Review board policy regarding student services. Assess the degree of compliance with the policy and education plan. | Cary Partin | 2/28 | 3 hours |
18.A | 8 | Review the TSSA technology standards in Appendix A.6. Assess the level of compliance with these standards by the leadership in your school. Notes: Print TSSA standards and interview Emily Bourgeois | Emily Bourgeois | 1/31 | 1 hour |
19.A | 8 | Review the policies for district/school operations. Evaluate the extent to which the district/school is in compliance with these policies. | Cary Partin | 2/28 | 2 hours |
20.A | 9 | Examine the reports from current local health and fire inspections, as well as any other required state or federal reporting data on maintenance of the facilities. | Cary Partin | 2/28 | 1 hour |
21.A | 9 | Interview transportation director to discuss current issues and needs for transportation. This discussion should include costs, maintenance, personnel issues, training and safety, and student problems. Notes: Interview a previous transportation director | Mark McKinney | 2/28 | 1 hour |
22.A | 9 | Interview the district/school food service manager to discuss the current requirements, concerns, and issues of the program. Notes: Interview Dorothy Simpson. | Dorothy Simpson | 2/28 | 1 hour |
23.A | 7 | Interview the person responsible for district personnel. Major requirements and issues to be discussed should include planning, recruitment, selection, induction, compensation, evaluation, and dismissal of personnel Notes: Interview Bob Crager. | Bob Crager | 3/30 | 1 hour |
24. A | 8 | Interview the administrator responsible for the district finance/ budget office. The interview should focus on administrative responsibility, guidelines, training, and any other major needs or concerns that the office requires of the position of study. Notes: Interview Don Marshall. | Don Marshall | 3/30 | 3 hours |
25.A | 3 | Interview one or more persons involved in district/school public relations. The interview should include strategies for effective communications to and from the community and the issues of community politics. | Renee Ivy | 3/30 | 3 hours |
26.B | 3 | Examine the current policy and procedures for parent involvement in the school district. | Lisa Nixon | 4/2 | 2 hours |
27.D | 3 | Meet confidentially with one or more students of differing racial groups to assess their concerns and recommendations for a positive culturally diverse climate in the district/school. | Teresa Foster | 4/22 | 10 hours |
28.A | 3 | Compile list of social agencies that are available to help and support the students, faculty and administration. The list of agencies and the major services they provide will be included in the notebook. Notes: Interview Kim McNamara | Kim McNamara | 3/11 | 1 hour |
29.A | 1,4 | Obtain a copy of the job description and evaluation instrument for the superintendent. Analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation. | Dr. Cain | 3/11 | 2 hours |
30.C | 1,4 | Review past school board agendas, reports, and/or minutes. Note significant events, policy changes, and recurring themes or concerns that affect the district/school today. Notes: Analyze agendas and minutes for recurring themes. | Sonia Serrano | 3/30 | 2 hours |
31.E | 1,4 | Provide evidence, which demonstrates that you actually do what you tell others to do. For example, if you ask others to monitor and adjust their performances, show how you do this in your work. Notes: Do self reflection. | Sonia Serrano | 3/30 | 2 hours |
32.a 1-6 | 1,4 | I will develop the following interpersonal skills throughout the year:
Notes: Do Self Reflection | Sonia Serrano | 3/30 | 10 hours |
33.B | 1,4 | Attend as many board meetings as possible. Notes: Attend board meetings and take notes on outcomes. | Sonia Serrano | 5/30 | 22 hours |
34.A | 5 | Review requirements for the current IDEIA, and meet with the special education director to discuss responsibilities of principals in meeting the guidelines. Compile a list of recommendations about what principals will need to know and be able to do to meet IDEIA guidelines and better serve special education students. The list will be included in the notebook. Notes: Reread IDEIA policy and interview Retta. | Retta Cook | 1/28 | 8 hours |
35.A | 10 | Choose a current issue at your district/school. Find at least two persons on either side of the issue. Meet with the chosen persons in a group or individually to ascertain the goals for each side. Ensure that each sided understands the goals of the other side. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and addresses all concerns. Meet with both sides to reach consensus on the new proposal or plan. Include the goals, list of concerns, and consensus on goals in the notebook. Include the goals, list of concerns, and consensus on goal in the notebook. Include any recommendation for the school/district concerning the issue. Notes: Meet with Lisa to brainstorm current issues. Decide on interviewees, create questionnaire and complete interview. | Lisa Nixon | 5/30 | 3 hours |
36.A | 6 | Compile a list of current issues that affect teaching and learning. Use research literature and perspectives from administrators, teachers, students, and parents in compiling the list. Assess the degree of importance and urgency for each issue. Include your list and assessment with any recommendations in your notebook. Notes: Meet with Lisa to brainstorm current issues with curriculum and instruction. | Lisa Nixon | 5/30 | 3 hours |
Completion of Comprehensive Final Report – Parts A – E.
Describe below where you have posted each of the above:
District Summary Report is above – it is the Revised Internship Plan with the added column of number of hours
Summative Evaluation will be faxed
Week Five Assignment, Part 4 Blog Comments following SISE Conference
Reminder - Scheduling a Conference with the District Site Supervisor to review the SISE
Please schedule a conference with your District Site Supervisor before the end of Week 5 to review the Supervisor’s SISE (Superintendent/Supervisor Internship Summative Evaluation). Following the conference, please do the following:
Post your reflection on lessons learned from the SISE Conference and comment on at least two other students’ reflections on their SISE.
After meeting with my supervisor I was reminded of how much has changed since I started this program a year ago. She reminded me about how much I have learned and how I have had so many new experiences throughout this program.
