The document summarizes the experiences of shadowing a school principal, Jeremy Brown, for two days. Some of the tasks observed included greeting students in the morning, addressing a fight on a school bus, conducting a food services audit, supervising lunch, and monitoring student dismissal. Throughout the day, the principal dealt with student behavior issues and interpersonal conflicts between teachers. After shadowing, the author reflected on the demanding nature of the principal role and how to better support instructional leadership responsibilities and student behavior management. Lessons learned included the importance of efficiency, sincerity when addressing concerns, and awareness that principal decisions highly impact students.
The document summarizes the experiences of shadowing a school principal, Jeremy Brown, for two days. Some of the tasks observed included greeting students in the morning, addressing a fight on a school bus, conducting a food services audit, supervising lunch, and monitoring student dismissal. Throughout the day, the principal dealt with student behavior issues and interpersonal conflicts between teachers. After shadowing, the author reflected on the demanding nature of the principal role and how to better support instructional leadership responsibilities and student behavior management. Lessons learned included the importance of efficiency, sincerity when addressing concerns, and awareness that principal decisions highly impact students.
The document summarizes the experiences of shadowing a school principal, Jeremy Brown, for two days. Some of the tasks observed included greeting students in the morning, addressing a fight on a school bus, conducting a food services audit, supervising lunch, and monitoring student dismissal. Throughout the day, the principal dealt with student behavior issues and interpersonal conflicts between teachers. After shadowing, the author reflected on the demanding nature of the principal role and how to better support instructional leadership responsibilities and student behavior management. Lessons learned included the importance of efficiency, sincerity when addressing concerns, and awareness that principal decisions highly impact students.
Narrative Description: Throughout the course of the school day and additional events, spend time shadowing Jeremy Brown (director of Woodland Park Academy). The purpose of this task will be to gain insight into the daily tasks of a principal as well as the decision-making requirements of the job. After shadowing, time will be spent debriefing with Brown and reflecting on events of the day. Tasks will then be prioritized and documented. Smart Goal: By April of 2015, I will shadow Jeremy Brown for a total of 16 hours. I.
Description and Rationale of the Project:
On two separate occasions, I was able to job shadow Mr. Jeremy Brown and gain insight and understand to the multi-faceted profession if school administration. As a result of completing this process, the depth of skills and responsibilities that a principal must acquire has become clear. While two days of shadowing cannot encompass every aspect of the position, the daily routine and demands of the being a principal were apparent and created a realistic picture of how to fulfill the role of principal. Narrative Account 1, January 28th: Arriving at 7 in the morning, I met Jeremy Brown in his office. Brown, after being asked, reported that he likes to take this time to ease into the day and. He takes the time to tie up loose ends from the previous day. Once the office staff reports, there is a brief exchange about teachers that may be absent and substitute issues. At 7:40, Brown and I then moved to the outside entrance of the building in order to help students exit vehicles. During this process, bus students were also arriving. It was part of our task to then ensure that students crossed in safety and busses were located in the most convenient positions. With each student that entered we welcomed the students to school. This helped to make an immediate connection with students that set a positive tone for the day. Also, it allowed us the ability to make face-to-face contact with parents. Promptly after arrival procedures were carried out, Brown and myself then were made aware of a fight that had occurred on one of the busses. The students were placed in separate rooms and waited to be addressed. Brown commented that this is important because students are more able to give adequate and rational responses if some time has passed after a negative behavior has occurred. During this time, there was a food services audit taking place. Brown demonstrated the organizational system that had been created to account for student and staff meals. While he noted that this was not required by the Michigan Department of Education, it was definitely a manageable and effective system to track and dispute any discrepancy that may arise. Because of this documentation, we were able to allow the auditor to review files without much effort on our part. As a result, we were able to leave the office and begin walking the hallway. On our way, we looked for safety issues that may be present. Once we returned, the auditor had identified one area that needed to be amended in our food service system. Brown was able to address
COMPETENCY X: JOB SHADOWING
the concern and provide documentation of the necessary change within a half an hour of being provided the information. During lunch on Wednesday, administrators supervise both 7 th and 8th grade students in the lunchroom. When doing so, I circulated with students and have conversations with students. Because these are the students that I teach, many were very comfortable with me sitting down at their table or asking them to help clean up if needed. This seemed to be an effective and appropriate time for an administrator to be able to reach a large portion of the student body in a small amount of time. After lunch, we met with the intervention team to review and make changes to interview questions. As I have sat on the interview panel several times, I was familiar with the questions and the types of responses many of them would elicit. However, this was an intervention aide position and not a teaching position. The questions were altered to include specific requirements of the position that was being interviewed for. During this process, a call was made that a kindergarten student was attempting to run from the building. We quickly ran into the hallway and were able to intercept the student. This was a new student to Woodland Park Academy that was having a difficult time adjusting. Within the next hour, an informal meeting was conducted with the teacher and a plan was created for the student. At the end of the day, students were monitored as they were boarding the busses. Students are dismissed and checked on the busses my specials teachers. This process seems to go smoothly and each teacher knows his or her assigned station and responsibility. Throughout the day, the most recurrent issue that needed to be addressed was student behavior. Because of this, there was not enough time to observe teaching and provide informal feedback on this process. Narrative Account 2, February 11 (differences): On this day, there was coffee and conversation at nine. This meeting contained three parents, and was a beneficial platform to creating parent connections with the school. Parents were able to help provide feedback for a community presentation that was being created as well as ask questions about the schools curriculum, events, and policies. On this day, informal observations were attempted. However, these were easily sidelined once interpersonal conflict with the staff was addressed. II. Project Outcomes During the course of and after shadowing Mr. Jeremy Brown, I was able to spend time debriefing the events of the day and asking questions of him. Some questions that Jeremy said he asks himself in any given situation are: Is this something that should be addressed now? and Does this require my involvement? According to
COMPETENCY X: JOB SHADOWING
Brown, considering these questions helps him to prioritize tasks as they happen throughout the day. Another question I had was about how to handle interpersonal conflict between teachers. Brown commented that these matters needed documentation and investigation before there he would be able to intervene in a way directly may affect the job status of a teacher. Being present and observant to the specific behavior were critical components of how to address these situations. III. Lessons Learned Overall, shadowing Brown allowed me to understand the demands of the daily tasks of being a principal. Throughout the day, Brown dealt with each situation fairly and respectfully he was able to effectively address the next issue that came his way. While there were certain priorities that we had set to accomplish, such as observing teaching, these were not always accomplished due to the overwhelming amount of student behavior that needed to be addressed. Moving forward, now more than ever, a principal needs to be the instructional leader in the building he or she is responsible for. If there was a schedule of informal pop-ins and sheets to provide quick feedback to teachers, I feel as if this role would be more manageable. Finding a more efficient way to address student behavior should be created in order to be able to accomplish other tasks in the building. In a traditional secondary school, it may be possible to assign teachers an ISS position for an hour a day in order to monitor these students. These teachers would also be responsible for informing teachers about which students were in ISS. This would be my recommendation should no funding for a behavior room staff member be available. In our building, I would recommend that the student be sent to a partner teacher (if not disruptive) and once the referral had been processed the student would be called to the office and receive his or her discipline action. Also, I would definitely emulate the sincerity that Brown demonstrates to members of the school community when addressing concerns. When the staff feels as if their issue, even if it is minor, is being understood it creates cohesion. The staff feels supported when this happens. Brown is not unwilling to have difficult conversations, but he does so with the ability to consider the other perspective even if the outcome will remain the same. I feel that this aspect of being a leader is critical and creates a partnership between administration and staff. Overall, being a principal is a job that comes with many responsibilities and pressures. A quality principal has to be a person that understands this and welcomes these tasks because he or she knows that decisions being made will impact a childs education. Leaders that believe their role is a powerful influence on the success of a school are ultimately more successful. Michigan Administrative Standard 5.4 states, Candidates understand and can evaluate the potential moral and legal consequences of decision- making in the school. When principals are aware of the impact his or her choices will make, they will execute informed decisions that positively impact an organization and, most-