Towson University

Department of Instructional Leadership & Professional Development

Leadership Insights Gained from Internship
Cassandra Lopez

Leadership Insights
Insights Gained from My Internship
CASSANDRA LOPEZ
Towson University
Towson University
Department of Instructional Leadership & Professional Development
Leadership Insights Gained from Internship
Cassandra Lopez
1

Leadership Insights

When I began the Towson cohort for my Admin I certificate, I also began looking at the

various leadership opportunities offered through the Office of Leadership Development in

Howard County. Through Canvas, our Learning Management System, there is a course that

you may join known as the Aspiring Leaders Community. Through this Canvas course, youre

informed about professional learning opportunities that are available to staff members who are

interested. Some of the opportunities through this office are the Superintendents Case Studies,

School Based Leadership Cohorts, Teacher Advisory Groups, Assistant Principal Seminars, as

well as Resume and Cover Letter assistance. These opportunities usually involve an application

process, and then you are notified at a later date whether or not you have been accepted. It is

nice to interact with other like-minded teachers throughout the county, who also have an interest

in seeking leadership opportunities.

For the 2015-2016 school year, I participated in two of the Superintendents Case Studies.

These are usually case studies from Harvard Business Review. For the first study, our case

study was on the May 10, 1996 Mount Everest disaster, where an unexpected blizzard caught

climbers by surprise, resulting in eight deaths. This case study has been used in many

leadership classes, and has been used as an example to show, that expertise is sometimes not

all that is needed when you are in a leadership position. The two lead climbers, Hall and

Fischer, went against their own rules and continued to climb, despite warnings that they should

discontinue the climb. They allowed their egos to play a vital role in their leadership decisions. It

was very enlightening to learn so many things about leadership from one attempted climb to

Mount Everest. As a result of participating in this case study, I was invited to participate in Case
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Leadership Insights Gained from Internship
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Study 2.0. The second case study involved a fictitious natural foods company, who got their start

making yogurt. There were many lessons to be learned from this case study as well. With this

case study, we learned that having a good product is not enough. The owner of the business did

not listen to the market, and did not make the changes he needed in order to be successful.

This resonated with me and I learned, that you cannot be so stuck in your own ways so much so

that it clouds your vision for the future. As a school leader, you must constantly balance your

own voice, with the many voices of your stakeholders. By only listening to my own voice,

everyone loses. Finally, this year, I was invited to a third case study. This case study involved

race and diversity with regards to the San Francisco Unified School District (SFUSD). In July,

2000, Dr. Arlene Ackerman became the first female superintendent of the SFUSD and created

an equity funding formula for her schools. This case study was very enlightening and it allowed

us as a small group to safely discuss the uncomfortable topic of race. The experience of being a

participant in three of Dr. Fooses case studies has made me look at leadership with a different

lens. The small group that participates in these case studies allows us to delve further into our

discussions, and by doing so, I have been able to see these cases from multiple viewpoints.

Another opportunity throughout my internship log is my participation in the Elementary

School-Based Leadership Cohort. This was a 5-day leadership cohort sponsored by the Office

of Leadership Development. This cohort was designed to enhance leadership skills and to grow

through experiences throughout the cohort as teacher leaders. The cohort met once a month

from Sept-Nov 2016 and then Jan-Feb 2017. Each meeting was an all day event and included

activities, guest speakers, gallery walks and small group and whole group discussions. Through

this cohort, we were able to learn the difference between being an in-school supervisor, and

taking a leadership position at Central Office. For one meeting of our cohort, we focused on our
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Strengths from the Clifton Strengths Finder. Every employee through the HCPSS has taken the

Strengths Finder, and their top five strengths have been determined. This same day, we worked

on our coaching skills for conflict resolution. A skill that will come in handy in any leadership role.

I enjoy brainstorming with people when they are facing a problem. I would like to be the type of

leader, where people feel comfortable and safe in seeking my opinion. I also enjoyed receiving

the feedback when I was being coached. For another session, we focused on resume and cover

letter writing, as well as conducted mock interviews. Through this exercise, I was able to be the

interviewer, interviewee and the process observer. Our last meeting of the cohort, we discussed

some very serious issues in education. We discussed the effect of poverty on education, and

the difference between equality and equity. As small groups, we created short presentations and

then shared them with the whole group. If there is one theme that has been prevalent from all of

our guest speakers and the facilitators, it is that leadership all boils down to relationships. Its

the relationships that you develop through being transparent, sincere and establishing TRUST. I

am a firm believer in this opinion.

During my internship, I was able to complete three shadowing experiences. Each shadowing

experience was unique and different. My first shadowing experience was with my county

supervisor. Our first part of the day was spent with Curriculum and the Instructional Facilitators

of Instructional Technology and Media. This meeting was very interesting as we discussed the

FutureReady Initiative. We also discussed the use of Canvas amongst the secondary teachers.

I enjoyed participating in conversations about programs that have a large impact. The

FutureReady imitative will affect all students, and Canvas is used at all levels to some degree,

by both teachers, students and parents. The day ended with us attending a meeting at the

public library, where we discussed the implementation of the ConnectEd initiative of President

Obama, where every student should have a virtual library card, so they may access digital
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resources from home. Currently, in order for a student to receive a library card, a parent or

guardian must complete an application. The ConnectEd movement would eliminate this

process, and every student would automatically receive a library card. As a media specialist, but

more importantly, as a leader, this initiative is close to my heart. Children should not be denied

access to digital resources because a parent or guardian has not completed the appropriate

paperwork. My second shadowing experience was with the Facilitator for Teacher and

Paraprofessional Development and Support. I currently work with her, as she is our main

contact at the Board of Education for National Board. This day, we met and discussed a new

program that Howard County is piloting called Story Strong. This program is being piloted at four

area high schools, and is giving students a voice to tell their story, similar to Humans of New

York. Next year, leaders of Professional Learning Communities (PLC) will use this to share with

others their experiences in leading a PLC. My last shadowing experience was with a member of

the Leadership Development Facilitator for Howard County. For this shadowing day, I was able

to attend and assist with the High School School-Based Leadership Cohort. This is the same

cohort that I have been a part of this year; the only difference was this was the high school

group. This cohort is smaller and more intimate than the elementary level cohort. It was

interesting to hear perspectives from the secondary level teachers. I chose my three shadowing

experiences to specifically show opportunities of educational leadership that was outside the

traditional school-based administration, and all three of these presented different ways of

looking at school leadership.

For my stretch project, I was asked by my principal to view the Winter MAP Math data for

grades 1-5. She wanted to see which students scored below their projected goal, and then

match them up with a member of the related arts team, who would serve as a

mentor/cheerleader for this student. I was given access to the schools data information through
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a website, and I began looking at the data. The amount of statistical information garnered from

one of these reports is very informative. You are able to view what the student scored during the

previous testing period, what their goal for that testing date was, as well as other very valuable

information like where the student fell percentage wise compared to other students in that

particular grade. I analyzed the data for 27 teachers and their students. Once the students were

identified who did not make their goal, I then conferenced with each teacher individually to see if

they believed these students could use the help of a mentor/cheerleader. Some students were

removed from the list for various reasons, one common reason was that they were already

testing at a higher level, so a drop in scores was not alarming. After all of my conferences, the

list was dwindled down to 56 students. I met with the Related Arts team and each teacher

adopted 2-4 students. These were students that are currently in their classes, and who they

believe they already have, or could make a connection with. This project taught me so much

about the importance of data and communication. Numbers dont lie, but as with everything else

in life, they often dont tell the whole picture. If only looking at data, without the follow-up of

communication with teachers, as an administrator you would not have a complete picture.

Communication is the key to any successful relationship, and I discovered this when discussing

student data with my fellow teachers.

Many of my internship has been related to working with candidates seeking their National

Board Certification (NBC). These hours have been spent supporting candidates, presenting,

mentoring and attending both state and national trainings. I am one of four Candidate Support

Providers (CSP) in Howard County. We oversee the NBCT program in Howard County by

providing support to candidates. We also develop training for candidates and mentors, as well

as a host of many other duties. I began working as a CSP in July 2015. Currently we have two

cohorts running concurrently: 15-18 and 16-19. I attained my NBC in 2013, and the process
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of National Board is something that I believe in wholeheartedly, and I wanted to further the

program in Howard County. Each entry in my internship log, with regards to National Board is

unique, as each meeting, support session or training is different than the previous sessions or

trainings. For example, one session may include a time where I am presenting regarding one of

the components of National Board. Another time, I could be mentoring several candidates by

viewing and critiquing their videos, that they will need to submit for their NBCT portfolio. The

NBCT team also conducts a retreat in April for all candidates, as this is very close to when the

submission window opens. We also provide a two-day launch in July for new candidates, so

they can unravel and delve into the NBC process. The process can be overwhelming and

confusing, so having two days devoted specifically for launching candidates is so essential. In

addition to working with candidates or mentors, I may be attending trainings with other CSPs

throughout the state, or with other CSPs nationally. My work as a CSP has benefitted my

leadership skills in so many ways. For example, I am able to present and speak with much more

confidence. The trust and rapport I have developed with the candidates has taught me the

importance of being genuine and offering honest, constructive feedback. Due to these

relationships with candidates, I believe that the candidates know that my goal is for them to

improve...never is it viewed as criticism. These lessons will serve me well, regardless of which

leadership path I take.

In addition to all of the above experiences, I have sought out other leadership opportunities

either through Howard County, or outside the school system. I attended an Aspiring Leaders

Conference at Towson University. This was a one-day conference based on the book Ten Skills

for Successful School Leaders. We listened to principals from around the state about their

particular leadership style. Once again, that word relationships was at the forefront. This was a

day, where we were able to start to think about what our own personal leadership views were
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and how we would implement them into our schools. This conference consisted of teachers and

assistant principals, who were interested in furthering their leadership skills. In March, 2016, I

attended the Teaching & Learning conference in Washington, D.C. The Teaching & Learning

conference is the annual conference for NBCTs from around the country. Thousands of

teachers, researchers, advocates and policymakers from across the United States gathered

with the goal of advancing and promoting the teaching profession to benefit all students. We

listened to Dr. John King, the Secretary of Education at that time discuss the importance of

elevating our profession and ensuring every student have access to highly qualified teachers. I

also attended the Maryland Society for Educational Technology (MEST) conference. This two-

day conference is based on five strands: Teaching and Learning, Leadership, Systems,

Processes, & Programs for Quality Schools and Innovation in Education. At this conference, we

have access to guest speakers, sessions and vendors showcasing the latest in educational

technology. This is a great opportunity to see how other educators across the state are

implementing technology into their schools and classrooms.

I currently sit on the Library Steering Committee as the elementary representative for the

county. There is a representative from each level (elementary, middle and high). Here we

discuss issues related to technology and media that affect every student throughout the county.

This committee is also responsible for creating and designing the Professional Development

that all media specialists and technology teachers receive throughout the school year, as well as

our E3 Technology Gatherings that are open to all employees of the HCPSS. This year, I was

responsible for creating the Summer Reading List for grades 4-5. The year the theme for the

Summer Reading program, for all grades is STEAM (Science, Technology, Engineering, Arts

and Mathematics). We selected over 100 books in various categories e.g. fiction and non-fiction,

that will be distributed to all students in the county at the end of the school year.
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Cassandra Lopez
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I believe that my Internship Log is reflective of the many varied experiences I have participated

in over the last two years. I made a point of only selecting those duties outside of my normal

duties and school day. I wanted to have as many different experiences as possible, and I am

grateful that I have been able to partake in so many activities. My takeaways from all of these

experiences is that it really does boil down to one thing...relationships. The relationships that are

developed, nurtured and cared for, whether it is with students, teachers, parents or the

community has to be the foundation for every leader. In order for these relationships to flourish,

there needs to be transparency, honesty and TRUST.

If your actions inspire others to dream more, learn more, do more and become more, you are a

leader. ~John Quincy Adams