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...collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

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.... understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.

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..... develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.

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.... evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

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....engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.

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... improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

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.... build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

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I had the opportunity to be part of the interview panel for a new teacher in my building. We had two highly qualified applicants to fill the position, so we spent a good amount of time discussing personalities and what the team needed. Both applicants had tremendous skills and would have contributed to the school community, but one seemed to be a better fit for the team she would be joining. It was so interesting to be a part of this conversation. I had been involved in interviews before, but the group discussion over best fit for the school and team was really beneficial for me.

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As part of my internship, I sat in on a transitional IEP meeting. I have been a part of IEP and 504 meetings before, but as the general education teacher. This meeting I was more aware of my administrators role. I found it interesting how very little he spoke during the meeting, until the end, when he began to offer up parental advice for middle school. Having known the student, but not her direct teacher, I, in support of my administrator, spoke to my experience with students heading off to middle school and the mother seemed relieved and confident in her child's continued success. It was an interesting and informative meeting and it really showed me how much our administrator let the teachers run the show and was there to offer support.

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I have been interning this past week as an Administrator in summer school.  It has been an eye opening experience.  I have become familiar with using Power School as an administrator where previously my only experience has been with it as a teacher and entering grades, attaching standards, etc.  Since Austin, Ashley and I are all three administrators for this summer with summer school, we decided to rotate positions/duties so we each get the opportunity to experience each area.  This week was my turn to handle the office and the front desk.  I answered phones that seemed to never stop ringing the first day during drop off and dismissal time.  I became very familiar with our transportation department and bus garage.  I learned my way around a building I've had very little experience with.  I would say that the most stressful portion I experienced was having the first couple days of dismissal.  There were teachers who misread/forgot bus and car rider passes I had written so a couple of children were either on the wrong form of transportation or had to be brought back to the school because no one was at the bus stop to collect them.  When you're working the front desk, you certainly have to be able to mutli-task by answering the phones, listening over the radio about students not being picked up from the bus stop and be able to look those children up quickly and make contact so as not to delay the remainder of the children on that bus from their stops.  It was very eye opening and got easier each day once more of a groove was attained.

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I was able to observe and assist with the lunch room duty,
dismissal/clean up, and changing of lunch groups.  This was a smooth transition.  Students in various camp groups entered the cafeteria and were directed through the line to a designated seating area for their camp group only.  After their lunch time was complete, we executed a smooth transition as they left and the next group entered following the same protocol.

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I had the opportunity this past semester to analyze and evaluate the school climate survey. The results were not very positive, nor were they transparent. If I were not enrolled in an educational leadership program then I would not have had the opportunity to view the results of the survey. The three categories that had the lowest overall score were school safety, student discipline, and administrative support. The negative results of the survey lead the administrative team to meet with each department to further discuss what can be changed or improved to increase morale and job satisfaction. The idea was to use the results of the survey, as well as the departmental meetings to improve our school processes for the 2019-20 school year; however, very few administrators (including the head principal) are returning next school year.

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I had the opportunity last week to screen and then interview candidates for a middle school social studies position. This was probably my favorite internship activity to date; however, I wish you had more flexibility and autonomy with the questions and follow up questions you are allowed to ask. I also found this activity to be quite challenging. After screening, we selected three candidates to interview. All three candidates were highly qualified, and two of the candidates interviewed very well. This activity made me realize how challenging it can be to make your final selection.

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This past week, I began my experience with being an administrator for summer school. For summer school, all 12 of our elementary schools in the county come together for one large program. I grouped the students into the grade level assignment by using MAP data and other academic data I had obtained from their schools. I have had several of my summer school teachers come to me this week asking why a student was in remediation and asking that they be moved out. I have worked with that teacher to look at the student's MAP data, as well as reinforce to the teacher that just because the student needs remediation, it does not mean that they may not have prior background knowledge of the skill that it may just need to be reinforced. I worked with several teachers to find activities to challenge these students so that their instruction was being differentiated for all types of learners.

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Transportation has became my new best friend this week. We have 21 buses that serve summer school students and I have worked alongside the Coordinator of Routing and the Director of Operations to make sure that all students are being picked up/dropped off at the correct location. I have also been working alongside with the drivers about behavior reports of incidents that have taken place on the bus, as well as incidents both morning and afternoon through the bus radio.

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During my internship at Central Office, I had the opportunity to participate in two interviews. It was beneficial to hear the questions asked, listen to the responses, and participate in discussion with the interviewer afterwards. I obtained first hand knowledge of how to really separate the 'every candidate responses' from the 'extraordinary candidate responses.' Though the duration of an interview may be short, the impact is huge. The way in which a candidate responds can really show their level of passion for student success. Their responses can also show their personality and if they will be a good fit for the school district and the specific site-based community.

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I am fortunate to complete my internship at Central Office the week before RCPS+ (summer school). I am interning with the Director of Elementary Education and part of his position is to organize and run RCPS+. During my internship, I have created staff binders, organized and boxed curriculum, prepared informational packets for site-based administrators, and contacted various personnel. Having the opportunity to see the "behind the scenes" activities has opened my eyes to the amount of prep it takes to cohesively run a program. I knew RCPS+ was a major ordeal, but I never realized the number of people and the amount of time it takes to prepare and ensure the program has the materials and staff it needs to be successful.

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I got to sit in on a 504 meeting that was for a student that was coming to our school from another school within the district. This meeting was to see if the current school is equipped with the services that the child needs. I have always been apart of IEP meetings but never thought of the evaluation piece that goes into 504 meetings and seeing if your school has the equipment for the student to be successful.

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This week coming up is our last week of school and with the last week we have special events planned such as awards, field day and 8th grade formal. With that being said, I have worked in the main office and understanding the budgets, planning, navigating and organizing the constant flow of the events and people coming in and out of the building.

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I spent a lot of my time this past week working with guidance counselors and administrators at my high school internship on the master schedule.  The group had made a white board that was in the form of a table. Each teacher's name was on the left  and each teacher had eight blank squares to the right- four blocks for first semester and four blocks for second semester. We looked at data and determined what classes needed be smaller. We made sure that main classes (i.e. biology, Algebra II, Health and P.E. 9, etc.) were offered during each block each semester. This process is extremely frustrating at times, especially when you try to factor in special programs and teachers who are not at the school full time. I am thankful that I got to be a part of this process.

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During the first week of my high school internship, I spent a lot of my time working on how summer school was going to operate. I identified where the classes would take place, which bathrooms students would use, which cafeteria would be used for summer school, as well as many other aspects of how summer school will work. I also scheduled the breakfasts and lunches and made sure they would be sent to the school with the correct number. On Thursday, I sent out a document to everyone involved in summer school clarifying procedures and expectations of students and teachers.

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I was given the opportunity to participate in intervieiwing for multiple possitions at 2 different schools.  One position was for secretary at the primary level (pk-1)
and the others were social studies, p.e., and head football coach at the high school level. While all the positions created a unique experience and showed the differences in requirements and experienced sought after for each spot the two that really stood out to me were the p.e. position and head football coach. The questions asked to the applicants were so different than what I have always known.

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As part of my Internship at Central Office I have been able to assist with master scheduling and ensuring each school has enough teachers to provide the ammount of classes needed for all subjects.  On the Central Office side, The high schools have turned in scheduling numbers for each subject detailing the ammount of students signed up for each subject and the ammount of teachers available for those classes.  I then assisted in determining how many classes would be required to fulfill the class scheduling and compared that to the ammount of available sections provided by the teachers.  While most subjects were able to be served with little to no issues, some had to have some special accommoadtions made, such as, some teachers teaching 6 classes as opposed to 5, placing a non-licensed teacher from a similar subject in a over-crowded section,  or potentially hiring a part time teacher to cover some class sections.

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As a part of my Summer School vice principal responsibilities, I am planning for the programming. This will include enrichment and remedial opportunities. I have contacted a variety of community outreach opportunities. I am now working to secure these groups and create a schedule for these persons/ volunteers in the classrooms.

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Per last semester's class, I started looking into our school's policy (or lack there of) for recommending students for student support or child study. None existed and no accountability was in place for teachers in terms of data collection or basis for recommending students. With the hire of a second instructional coach, we fine-tuned a proposal I wrote for administration, met with stakeholders about new RTI team (which was successful), and have began collecting resources for teachers to use on a new RTI team that will begin in the fall.

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Something that I have done quite often is to sit in on IEP meetings with many of our ELL families. These meeting, as well as some of the meetings that I have been in with some of the students in our deaf program have opened my eyes, and also my heart, to how much planning coordination and effort has to go into serving the needs our of children and their families. Ensuring that the needs of these students is met is a process that administration has to look at in detail because schedules, staff, and resources all have to be allocated and organized to ensure that these individual students needs are being met, while all of our other students are still receiving their services also.

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Last week I had the opportunity to attend court with our Truancy/504 Coordinator. It was eye opening to see the level of relationship building this person did with each of the families in an attempt to promote higher levels of attendance. I sat through 4 cases. 3 of the cases resulted in CHINS orders and the other resulted in a Guardian ad litem being assigned. I have worked with court appointed attorneys in the past, but this was my first experience seeing how they were assigned. The CHINS orders demanded that the students attend school everyday for the entire day, follow parent and school rules, etc... I will be attending the CHINS follow-ups to see how effective the court orders are.

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One of the things that I always seem to have a large role in with my school is the implementation of the remediation schedule for our SOL expedited retakes. This requires a large amount of responsibility as well as many leadership traits because you are being required to meet the requirements and expectations of so many adults and students alike. I have to go through the master schedule and find our when it is best for our teachers to tutor their students, as well as finding coverage for their normal classes so that these teachers can be stress free as they remediate their students. This results in essentially a whole new schedule for our entire school for, generally, the last two weeks of the school year.

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My mentor has asked me to help with the master schedule.  The schedule from last year does not promote co-planning for collaborative inclusive teams.  My analysis of the current master schedule is going to require a significant shift in mindset to provide the integral co-planning and best practices associated with quality inclusive education. Lisa Dieker and Wendy Murawski provide a straight forward blueprint and a list of nonnegotiable's for effectively completing this process. My hope is that this one school will be the model for the rest of the division upon the completion of this laborious process.

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This semester I had the chance to attend Safety Care Training. The purpose of the training was to be able to access a situation that may arise, whether in the process of escalating or one that has already escalated and be able to determine what best needs to happen in order to take care of the student. Whether this is through conversation tactics, observing in safety stance, or using restraints, it was interesting to learn the different methods of de-escalation that our safety care trainers provided. This includes the small things such as stance that often times we do not think about with our relative body position in case a student were to spit, kick, pull hair etc. Now knowing the proper way to handle this type of situation, I am added to a list of individuals that are to be called in case a situation in need arises.

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Last week I had the pleasure of sitting in on two training sessions that I would usually not attend as an upper grades science teacher. The first was Being a Writer and the second was Frog Street Pre-K curriculum. I found that both trainings were very informative and thorough. The writing training was especially of importance due to the fact writing score across our county are very low. The idea of the purchase behind the program was to improve in grades K-7 so that an improvement would begin to show at the high school level. The thing I was most impressed by with each of these curricula was the fact that they met the school divisions mission statement of incorporating whole child development into each lesson. Both programs have social skills built directly into the lessons so that children are being explicitly taught respect and communication skills.

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I have the chance to work with our New Horizons Academy selection from start to finish. New Horizons was formed a few years ago as a credit recovery program to our struggling students at the secondary level. At this academy, I have learned, that we are able to get very specialized in the needs of each student. Each student has a different path they are on to catch up or to graduate. It is the goal to integrate the students back to their home school, but as you can imagine some students excel at New Horizons in the small group setting versus a traditional classroom. New Horizons has been very successful in getting at risk students back on track or graduating, when it has seemed impossible. I filled out the application for each student Mr. Lee wanted to take to the table of negotiations. The application included demographics, academic history, discipline and absentee log, SOL record, and transcripts. After, the application is complete, the panel meets. The panel is made up of the principal and lead teacher for New Horizons, home school administrator, Head of Secondary Instruction, Director of Curriculum and Instruction, and Director of Secondary Instruction. Here they discussed IN DEPTH each student and talked about what would benefit the student and how to help them be successful. I was really happy to see this occur. It’s not often that you see such specialized instruction being offered for struggling students.

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While at the Central Office today, I worked with our home school population. My task was to sort through each file and label students that were to turn or already have turned 18. What really has bothered me is the number of home school students in my district. There were about 200 students in home school.What was more alarming was the number of students from my area of the district. Some were younger students I didn’t know and several were students I had taught in the 8th grade. All of these students did well, I wouldn’t have guessed they would choose home school. It makes me wonder what the difference is now and what was the problem? Could anything have been done to get them to stay? Did anyone bring the parents in and really get to the root of the problem? I’m afraid I won’t know the answer to these questions, but I would love to get to the bottom of it. As our enrollment decreases, I feel that these questions need to be asked.

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This summer I have been able to work with summer school, each day, we are tasked to take attendance without the luxury of power school. Rather than taking attendance manually I created a google attendance sheet and created a formula that would calculate daily totals. This is something that I haven't really thought about it until now. I always assumed that attendance was a small detail but after having the responsibility of assuring each student was present or not