# data[].attributes.body
The realization I had so far in my internship is to understand that there is more behind the decisions the front office makes; there’s more beneath the surface than we see. When I attended our BOE meeting and hearing the public speak, I was wondering, “Why would the board make that decision? It doesn’t make sense that they chose this plan of action.” When I sat down with my mentor the following day to reflect on the meeting, she provided her rationale for making the decisions. She stated, “Although it’s not what people want to hear, there is always a reason for the decisions we make, whether it’s budgetary or visionary for example. The hard part is not being able to share those facts with the public and provide the clarity and justification for the decision.” For context, our BOE lawyers advise them not to share information. I realized that yes, on a surface level, the decision doesn’t seem right or may not make sense. However, behind the scenes, it’s the best course of action for the given situation.

# data[].attributes.body
​​In the first few weeks of my district-level internship, my clinical supervisor has afforded me lots of opportunities. Notably, I've served on two different interview committees—one in the math department and one in the science department. My biggest “ah-ha” moment from these experiences is realizing “what’s really out there.” Even a short several years ago, when I entered the profession, it seemed that there were so many more qualified candidates than there were positions. Now, I feel that the paradigm has shifted. I’m not certain how the ratio of open positions has changed, but I can certainly say that fewer and fewer candidates are “stand-out.” It’s tough to shift my mindset. I’m truly grateful for the fierce interview preparation I received in both my undergraduate and first master's degree, and realize that many of the candidates who are applying don’t have the “it” factor—the feeling you get when a candidate fits so well in the interview process. This extends beyond my perspective on the candidate pool. Instead, it influences my ideas as a future supervisor. Time and time again, we discussed whether a candidate would be malleable. The conversation, instead of being about the person’s myriad qualifications, centered on whether they would be moldable and receptive to supervisory support. We live in a time where supervisors need not merely be “the boss” but rather role models, mentors, and resources for both new and experienced teachers. This interview experience has continued to broaden my perspective as we navigate these uncharted waters of the present educational landscape. Further, it has heightened my understanding of how administrators must engage in the day-to-day process with their teachers.

# data[].attributes.body
For my initial post and reflection on my district level internship I have been feeling that in many ways this experience is quite different than the principal level internship. Part of that I believe is the time of year and that the nature of my school building structure provides some unique challenges that I am currently working towards addressing. I work within a charter network that encompasses three separate campuses in the Central Jersey region. I work every day in the central campus in Somerset, my mentor works 4/5 days in our Perth Amboy building and one day in the main building where I am. This dynamic provided a different dynamic between my current mentor and my last mentor who worked daily in the same building. I have found that communication has been hampered between myself and my mentor because of this. We have set up dates for shadowing when school ends in the coming weeks, but until then I remain an outsider to the other campuses and their functioning. Additionally I think that this time of year presents some unique challenges for administrators and teachers alike. Many of the major programs and policy development that we want to be involved in seem to be winding down. I have had some trouble getting upper administrative leaders to include me in things like meetings and planning. Even though I am facing these challenges I am still confident in my ability to learn and grow in this internship. Any good learning experience should be full of challenges to overcome to hone the skills of the intern, and so I see these challenges optimistically and as an opportunity to grow as an educational leader.

# data[].attributes.headline
Philosophy of Education Driving Decisions

# data[].attributes.subject
Philosophy of Education Driving Decisions

# data[].attributes.body
I have been very fortunate to be included in a variety of experiences in these first weeks of my internship. I think my biggest aha moment has been a deeper understanding of what the assistant superintendent does in our district. I had always assumed it was a job I would never want. However, I spent an hour on the phone with her discuss the various projects she wanted to know if I wanted to be a part of and the philosophical approach she takes to decision making in our district has had me rethink what it means to be an administrator. Not only as she says, she has to 'check the boxes' but she also thinks very globally about the different topics and how it relates to education. Currently she is working to develop a plan on how the district approaches AI. She reads so many books, reaches out to experts and collaborates with teams of teachers and administrators. She is so thoughtful in her approach that it made me realize how interesting her job actually is!! You can really see how she is always learning and refining her philosophy and I find that so admirable.

I have also been watching how she states facts but always puts it out to the group to weigh in on and I think that she has a way of conducting herself that I feel I will learn a lot from.

# data[].attributes.body
After several years of inconsistent district level leadership, we are finally in a place where real change can be made. My district hired a new Superintendent in July 2023, who then hired an Assistant Superintendent, among other new central office personnel. Now, after two consistent years of leadership, we are starting to see the positive effects of changes that have been implemented overtime. When I asked my mentor, the Assistant Superintendent, about her first two years in the district and the challenges she faced, she said, "Coming in as new leadership is hard because even if you see areas in need of change, you have to remember that it's a process that will take time. First and foremost, you have to build relationships and gain the trust of people who have been in the district for a long time, which can be challenging if there is some resistance to change." Our conversation offered insight into the "behind the scenes" work of some of the biggest changes, such as the implementation of universal district level assessments, and how/why these decisions were made. While most decisions did involve a compliance piece, many, like the universal assessments, encouraged further collaboration among staff members, ultimately improving instruction and student learning.

# data[].attributes.body
As a teacher at a small private school, observing a superintendent for my local district, which is so much larger, at first was intimidating. So far this experience has given me a deeper appreciation of the complexity of what happens at the larger district level. One of my most important takeaways so far has been the realization of the balance required to handle leadership in political, financial, and relational settings. Something that really struck me was how relational this job is. I went into this observational position thinking that this role would be cold or distant. I am used to my very small school environment and always viewed districts as being somewhat more clinical than my own traditional environment. My mentor is incredibly personable, and is able to make decisions that consider what is best not just for one school, but all of them, still keeping students at the center and focus. I have observed some interviews, phone calls, and meetings, and the relationship based atmosphere is present throughout. That is what surprised me most and what continues to leave an impression as I observe this role.

# data[].attributes.body
A key takeaway from Chapters 1–4 of Learning by Heart by Roland S. Barth is the essential role that school culture plays in shaping the learning environment for both students and educators. Barth emphasizes that healthy school cultures are grounded in trust, collaboration, and continuous learning, and that strong relationships are the foundation for meaningful change. This resonates deeply with the culture at Ranney School, where relationships among faculty, students, and families are central to our identity and success. Like Barth, we believe that schools are not just places where students learn, but where everyone in the community, including teachers and leaders, grows together.

Working closely with our Head of School, I’ve had the unique opportunity to witness how intentional leadership over time can transform a school community. Over the past decade, he has thoughtfully led efforts to make Ranney more diverse, equitable, and inclusive, especially for students of color and those from less privileged backgrounds. I’ve gained invaluable insights into the behind-the-scenes decision-making, from expanding financial aid opportunities to forming partnerships that support equity-driven admissions and programming. These firsthand experiences reinforce Barth’s argument that lasting change comes not from mandates, but from leaders who listen, reflect, and model the kind of culture they hope to build. At Ranney, this has meant creating a school where all students feel seen, valued, and supported, goals that continue to shape my own leadership philosophy.

# data[].attributes.headline
Superintendent, Architect, Mayor, and More

# data[].attributes.subject
Superintendent, Architect, Mayor, and More

# data[].attributes.body
This past week during my shadowing was filled with quite a variety of tasks and agendas to observe. After massive rainfall, the superintendent and I walked through each of the five schools in my neighborhood to observe and take note of flooding and any damage to the buildings. What was interesting to me was the observation that this town is quite affluent, yet because each of the buildings that house elementary, middle, and high schools are so old (and historic) there are many boundaries and issues that arise when wanting or needing to make repairs, updates, expansions, and more. My superintendent made a joke that, in a former life, he must have been an architect! It was interesting to see the many different issues that he dealt with this week-- all of which affect the education of our town's students, but many that you might not think of at first glance. Repairing a huge sink hole is at the top of the list, not only because of safety concerns, but because as it grows, it will start to impact athletic fields at the high school, which is also under construction to implant a ramp and more risers to make events more accessible. Another item on the checklist of repairs is the high school's elevator, which, during the school year is an access and equity issue, but even in the summer is now impeding the ability for staff to properly clean and repair the floors with some of the heavier machinery used. These tasks are all quite the undertaking for my superintendent and his team, and completing these walk throughs with him showed me how vast his responsibilities stretched. Transferable skills I noticed that one would need to be successful in this aspect of the job are assertiveness, strong communication, organization, time management, and knowing people well. In every building, teachers, staff, custodians, and workers knew him by name, and he knew them as well. He noted that this was to his benefit, because sometimes when scheduling repairs, one needs to be bait more assertive. If he builds a string relationship with the workers and third party companies, it makes it easier for him to have these tougher conversations to ensure deadlines are being met over the summer to prep for the next school year.

# data[].attributes.body
I am mentoring the Human Resources director in my district. From the outset, my primary impression of this human resources role was the immense weight it carries, particularly concerning its direct impact on the well being of the entire school district and then each staff member. My inaugural meeting and conversation with my mentor was a candid and insightful conversation that left the notion of the gravity of district-level decision-making. The HR director articulated the multifaceted nature of his responsibilities, which go far beyond what is visible to everyone in our organization.

Listening to his daily duties and the functioning of his role, I began to connect the dots between high-level district decisions and the daily experiences felt by staff within my own school day. Policies, directives, and critical organization procedures that previously seemed to emanate from a distant "district office" now have a clear point of origin. The decisions made by the HR Director, often in conjunction with the superintendent, while administrative; they are deeply impactful, directly touching the careers, livelihoods, and morale of the entire staff.

My mentor highlighted the particular difficulty in making certain essential yet often unpopular decisions. A very obvious example arose this year with district budgeting constraints, which necessitated the reductions of staff and reassignments that were not popular with many and met understandable dissatisfaction from affected teachers. Having witnessed the ripple effects of such decisions, I gained a profound appreciation for the delicate balance HR must have between organizational sustainability and employee welfare, both at the same time. These are real-world outcomes that shape the educational environment for our students and teachers.

Thus far, this internship has afforded me an "inside look" into the crucial "behind the scenes" of our school system. Prior to this experience, the administrative work that went behind our school operations was largely opaque. I now understand that the HR department is a central nervous system, ensuring state and local compliance essential for the conservation or our school district.

Therefore, my initial weeks as an HR mentee have been transformative. I have moved from a peripheral understanding to an internal perspective of district operations. This experience has also instilled a deeper respect for the individuals who have to deal with the nuances and the complexities of managing a large workforce in the service of public education.