1

Topic Four: Reflection

Betty Graham Young

Grand Canyon University

EAD 539: Clinical Internship III: Learner-Centered Leadership

Dr. Cherri Barker

January 13, 2021

 2

Topic Four: Reflection

A significant and memorable leadership experience, explaining the influence on your future

practice as a school leader

Principals are responsible for ensuring the security, integrity, and fidelity of the

administration of state testing. This week’s leadership experience connected to ELCC standards

2.1, 2.2, 2.3, and 2.4—…use technology and performance management systems to monitor,

analyze, and evaluate school assessment data. Although the district is totally remote, the State

requires that tests be administered face-to-face, inside the school building, primarily for test

security. Assisting the testing coordinator with packaging ancillary materials, assigning test

administers, training staff and students, and supporting student login provided invaluable

experience for my career as a school leader.

Areas of leadership you will focus on next week and how you intend to apply them in your

internship

A significant part of a student’s transition plan is the Child Family Team (CFT) meeting.

Stakeholders involved in supporting the academic, behavioral, and overall success of the student,

collaborate to review and discuss data and important information to design an effective plan.

Next week, I will be an active participant on the team to evaluate a student’s progress and help

construct a strategic plan for student achievement.

How personal emotions can affect instructional coaching, and how developing trusting

relationships as part of the instructional support can assist with this

Transformational, school leaders are instructional coaches who lead by example, serve

their staff, supports professional development, and helps those they lead to be their best selves.
 3

For this to be possible, leaders must be emotionally present and stable enough to make sound and

unbiased decisions. This will also contribute to trusting relationships with staff, as they will

know you will provide reliable guidance. Lastly, Coaching can build will, skill, knowledge, and

capacity because it can go where no other professional development has gone before: into the

intellect, behaviors, practices, beliefs, values, and feelings of an educator (Aguilar, 2013).
 4

References

Aguilar, E. (2013). Edutopia. How Coaching Can Impact Teachers, Principals, and Students.

https://www.edutopia.org/blog/coaching-impact-teachers-principals-students-elena-

aguilar