David Bollish

EDAD 639 Practicum

ISLLC 1 Reflection 1
Jesse Sealey
10/27/15
Moving Towards a Building Wide Approach of Athletic Culture
(8/23/2015 Bearcat Stadium)
While working during my internship to explore and become
activity in activities relating to ISLCC Standard 1, predominately
dealing with vision and organization direction I had the opportunity to
dive hands on into a major project for our athletic department. Though
I am just an only a Junior Varsity coach, I still have a vision for our
entire girls athletic department. I was able to share this vision with our
Athletic Director, and building administration along with an idea to
facilitate a team building and culture building activity and session for
ALL of our female athletes.
My steps for completing this project were having conversations
with each of our schools head coaches, trying to get them on board
with our objective, vision and approach. I initially tried to do this via
email, with limited to success. From here I adapted and arranged faceto-face conversations with each of them. Next, I had to communicate
with facilitator, negotiating price, working with them and AD to find a
workable date for all of your athletes, this surprisingly, was one of the
easiest portions of the project. Once a date was set, I had to create a
sign up sheet, and re-visit our head coaches with the cost, which was

about $160/program. This was a tough sell to our smaller activities,

like tennis and golf. I found this to be the most frustrating. It seems
that in working with kids, when you are excited about something, and
something that is to students benefits that there should be no
opposition and that others should be excited about it too, but it seems
this is not the case. Such is the role of leadership in education I
suppose. Eventually, I was able to get 9 programs on board, nearly 85
student athletes showed up for our 3 hour event. It was a hit, coaches
were excited, athletes were connecting, we were setting the precedent
of our school culture. My focus with this was to create a school wide
culture as opposed to team specific expectations. It was relatively
successful. Coaches were appreciative and even wanted me to set it up
for next year, hopefully making it an annual deal. Volleyball players,
were working with cross country girls, and swimmers with softball
players, it was a success, despite the hours, frustrations and
opposition.
In reflection, I specifically, remember, and will likely not forget, one
conversation in particular with a head coach, whom I consider my
friend, which probably made it worse. She questioned my intent, even
suggested that I had no right to ask her team to not only participate
but help bare some of the cost because her girls were not really
involved in other sports. I felt personally attacked, and it left me
uneasy for a couple of days. I finally called her, to clear the air, and let

her know that if she didnt want to participate it was ok and we would
make it work, but that I hoped she understood the mission was to
create a culture for all of our girls. She actually decided to participate
and was a believer by the end of the event but I did leave this project
feeling like that was an authentic experience with staff.
I do believe this was a valuable experience for working with a
varied, diverse, and complex staff while trying to align their beliefs for
a common interest. Furthermore, I believe this project truly brought to
light the thanklessness of administration. It was hours of work of a
weeks of time and few coaches and couple students acknowledge that
effort, which was more than enough, but I truly had to be ok with the
fact that what was accomplished was worth it and so was the effort
that it took. I learned that I am affective at organizing, facilitating and
completing tasks even outside of my CHOICES program, which is my
comfort zone. Also, from this experience I will with out take a personal
approach when working with staff to move towards a vision and affect
change. This however is concerning when working in a building of
multiple staff while having other duties. I look forward to talking with
my mentors about their approach to these tasks. As our text from
Hackmann, Schmidt-Oliver and Tracy states, the work of school
improvement is never done and I immediately was looking for things to
change, add improve next year. In addition, and according to the same
text, this task affirmed the importance of taking every opportunity to

affirm and validate others efforts, as it is essential to the culture and

movement of a school towards accomplishing its mission and vision.

David Bollish
EDAD 639 Practicum
ISLLC 1 Reflection 1
Jesse Sealey
10/27/15
Positive Conversations with Students
(CHOICES Building)
My next task in moving towards a school vision involved finding a
way to more effectively and powerfully provide individual positive
feedback for our students. In our program we work to hard to obtain
our vision of empowering students to positively participate in their
lives and we have started focusing on positive reinforcement. This
being said, I believed we needed a way, in general, that was focused
around acknowledging the students strengths that we see. My first
step in accomplishing this was getting my team on board. This was
oddly more difficult than usual. The idea was initially rejected based
on the principal that addressing every student would take to long and
not be practical. I actually let this rest a couple of day and brain
stormed some solutions and strategies to get around the burden of
the task. I specifically remember re-opening the conversation by
asking these two questions:

1) Do you believe every student deserves to hear what is good about

them or what they are doing right? Dont you appreciate when the
same is done for you?
2) What if time wasnt an issue, would you even have to think about
doing it for the kids?
The result was that it was what was best for kids, and we
believed it should happen. From there forward, in gaining their support
I was also able to tap into their ideas and strengths, the project took
off. I had it scheduled, a tool built for the conversations and a plan in
place by the end of the day. This was a powerful reminder of the
importance of buy-in and the momentum it can create in a building.
Also, I noticed that my second approach was much more effective, it
was also much more calculated. I am not sure if it was just time for
them to digest the idea, or the method of asking them to answer based
on their beliefs about what is good for students and not on their initial
concerns. Truthfully, I think it had something to do with both, and I
also believe that the questions about their beliefs coming second was
more powerful than had I led off with that strategy. I think that it
allowed them to see what the motivation was for me, as well as my
willingness to fight for it. It is much easier to rally around something
people are passionate about, as opposed to an off the cuff idea. Im
sure Dr. King didnt just throw out, lets march to Washington D.C. one
evening during a discussion.

One of the most exciting results of this project was that although
it was incredibly powerful for our students, it was even more powerful
for our staff. After we were finished, we have since discussed how
meaningful and necessary the meetings were for our students in basic
conversation and multiple times during PLCs. Our counselor, Sue
Herdt, brought up that it was the next step in us progressing towards
our vision, and our team has since mad the decision to implement
these conversations monthly because of the positive impact it had for
students. This being said, I noticed a positive momentum shift and
increase in our staffs positive culture, it was as if everyone was riding
an educational high for a week or so afterwards, we were doing it, we
were motivating, communicating, and helping students and it was
AWESOME!
Again, a major take away from this project was building
confidence in my leadership and my administrative platform as well as
experience in working towards developing and implementing a vision.
Within the last month I had sought to impact our entire athletic
department and our entire CHOICES program and though facing
opposition I had been able to gain staff support, organize the event or
process and execute it through to impact students. The feeling of being
able to see your initiative be practical and impactful was a very
powerful piece. On the opposing side, again, I am concerned about the
approach to a much larger building, and with much larger initiatives.

I plan to continue to use these skills to rally and empower staff to

empower students. The affect of the positive conversations with
students monthly, I truly believe, may be the most valuable thing that
happens all year in our school setting. The meaning and power of the
conversations with many of the students was immeasurable and
certainly trumped any limited or major successes in the classroom to
date. I would however, like to find away to track and keep data on the
process to continue to improve as well as document the approach.
Addressing the Issue of Student Culture and Cultivating it.
This month I utilized my time during PLC to begin to open the
conversation about the direction we want to continue to move our
school and students. One common focus was an issue of entitlement
reciprocated by underachieving from students. We, our team,
counselor, secretary decided that there were some toxins in our
student culture that we wanted to address. I asked for the opportunity
to open this to my Student Leadership class, which I was granted. I
actually used my students to deploy or strategy working from within
the students through the students. I organized an hour of time for
students to come together and address their own concerns with each
other, and to create a mission for themselves. They created some
incredible slogans/statements. It was a success. The students felt
successful the staff was pleasantly surprised and now we are working
to drive the principals of our students slogan home. I reflection while

this was primarily focused on students, I did still have to address and
issue with my team, even admitting that there are issues in my
classroom making myself vulnerable, the same as I asked my students
in leadership class to do when they lead this conversation with their
peers. This is a scary scenario but I believe it instills trust in those
whom you are working with. Our strategy of utilizing students to
create their own culture has begun strongly but I am holding
judgement for follow through. I believe this is where my role evolves
as I need to find a way to create a systemic approach for students and
staff to monitor and cultivate our culture. I found this task to be highly
rewarding and motivating. It is exactly what is exciting to me about
administration, working to affect change on a large scale.
David Bollish
EDAD 639 Practicum
ISLLC 3 Reflection 2
Jesse Sealey
11/27/15
Working Rewards and Recognition
According to the Danielson Model of teacher performance
creating a positive environment for students is a clear target area. If
this is true then supporting teachers in creating positive environments
must also be an Administrative duty. This month I was able to help Dr.
Dick, create and implement a method designed to randomly select,
recognize, and reward students with increased test scores in reading,
math and science on their NESA tests. Dr. Dick, had organized a

drawing/raffle type scenario and it was my task to work with some of

the data to mark and find students who had grown in their scores and
then to compile that list but subject and create raffle tickets for each
student. Our R&R rally will be this week and I am looking forward to
seeing the results as I know that it means a tremendous amount to the
students themselves. However, I was concerned about the students
who will not be rewarded, but I understand this is a difficult task. Also,
as I completed this task I found it highly monotonous and tedious;
cutting raffle tickets is by no means mentally stimulating. Also, in
comparison to my work with the staff and students at CHOICES working
to address cultural issues and problem solve them this was a
disappointing task. Ive found that for me personally the tasks
involving test data or testing in general have not been my favorite. In
a larger school like Scottsbluff, the administrative duties are delegated;
however, I know that in a smaller school I will have to work diligently to
fulfill these duties as principal. This being said, weaknesses scare me
and I tend to work towards them in order to move past their initial fear.
I also believe that if I was more involved in the planning and use of the
data as opposed to just executing the plan it would be more engaging
for me. I most enjoy solving problems, affecting change, creating
culture and working with students and staff. These types of data
driven activities do not draw from my strengths which make them
more difficult. This being said working with Dr. Dick, and taking note of

his extreme organization and attention to detail has been helpful, I also
am looking forward to seeing the impact on students as Im sure this
will be rewarding for students and staff.

David Bollish
EDAD 639 Practicum
ISLLC 4 Reflection 1
Jesse Sealey
1/30/2015
Reflection 1
Over the last couple months I have been able to establish and
work a former teacher, now community volunteer who runs a program
that emphasizes supplementing students food source over weekends
called, Cat Packs. In creating this relationship I have been able to
volunteer as well as involve my students in volunteering as well. What
started initially as a singular class project and food drive has now
turned in to a monthly activity for our program and students. It is
especially rewarding as Gina, the founder and her other supporters get
to know our kids you can see their support for the program grow. In
addition, the outlet for our students to positively contribute to their
community has been beneficial as well. In correlation to this
partnership, we have also worked with Teammates, a mentoring

program and our regional hospital between December and January to

boost our involvement in the community and the communities
understanding and familiarity with our students. It is clear to the see
the value of being a person who connects the community to the
schools as an administrator as just in the past few months our growing
ties to the community have provided much needed support and aid.
David Bollish
EDAD 639 Practicum
ISLLC 4 Reflection 2
Jesse Sealey
1/30/2015
Reflection 2
Another interesting project and task that I have completed over
the last two months includes reporting to the Department of Health
and Human Services, along with documenting the interaction, and
establishing a strong working relationship with our local case officer to
aid in any future questions or cases. Again, while this seems to be a
daunting task at first, once it, you are doing what is best for kids, and
wading through the much and hoops becomes easier. This being said,
we have a wonderful office, and creating a personal relationship with
her I believe will prove to beneficial to our program in terms of our
career education model, job shadowing events, and as a resource in
the future. I believe this experience in particular strongly relates to
many of the dispositions of skill in focus including having a strong
sense of community, a comprehensive approach, as well as creating

community relationships to nurture all students. The refreshing part of

this was that the individual I made contact with was informed,
enthusiastic, and available for our kids. In return I believe she too felt
comforted by our programs willingness to be open and discuss as well
as deal with tough student issues. Lastly, as far as a first time
experience for having to work DHS the outcome was pleasant despite
heavy content and I believe will be one that helps create a strong
working partnership in the future. I believe that as administrator, one
must be able to take difficult situations, slow down and handle them
but also look to make the most out of all situations; a positive,
pragmatic mind frame is certainly an advantage.

David Bollish
EDAD 639 Practicum
ISLLC 4 Reflections 1 & 2
Jesse Sealey
2/28/2016
Reflection 1
This month was wild and crazy due to my coaching
responsibilities so I mainly focused my efforts on items specifically
related to our chapter and standard this month. Our chapter was
driven towards developing, utilizing and sustaining collaborative
partnerships in the community and in schools to maximize students
educational experience and community or patron bye in and support. I
tackled this by first establishing a connection with our Local Regional

West Hospital last November in an effort to set up a blood drive. It was

a success, we held the blood drive in our building, and successful
harvest 36 units of blood for our community, the students were
engaged, excited and light headed at the end of it. The faculty of
Regional West praised them creating some positive reinforcement.
This being the case and after reading this chapter I wanted to kindle
this partnership in an effort to make this a standard 2-3 times a year
event for our kids and our hospital. The other added to benefit to this
partnership and activity is that we are able to bring parents, other
teachers, students, community members etcinto our building and
create even more connections as well as inform others what our
program is about. This has been a highly positive, experience for kids
the community and our program and as it success grows so does our
kids and the communities. I believe that largest barrier we still have to
break down is people labeling our kids and program prior to
experience, this event is providing some very positive community
public relations and interaction. It is easy to see why developing
community relations is so critical to school leaders to success as I have
seen first hand already its power to motivate kids and staff. A leader
who can effectively create a multitude of these relationships is sure
more likely to experience community bye in and support when making
decisions. I also believe that involving the community requires a

certain amount of transparency, which is generally reciprocated

positively by the patrons.

Reflection 2
This month I was also able to reach out with in the school system
to create another positive collaboration from students and staff. In this
effort I spent my time contacting a 4th grade teacher brainstorming a
plan I had to have a pen-pal mentoring program with an elementary
class and my one of Civics classes. With her consent and her
supervisors were able to move forward in the design and
implementation of the program. Thus far my students have created
contracts that intend to hold themselves to, written the cooperating
teacher and principal thank you letters, along with introduction letters
to their to be pen-pal buddy. Our motive is to find away to keep both
levels of students motivated and engaged in writing as well as their
community. Ive found that while some of my own students struggle
personally, they have huge hearts and very badly and successfully are
able to mentor and talk to students as they sometimes see themselves
in others. Also, this format has allowed the elementary teacher an
additional writing practice opportunity prior to their state and district
writing tests. Ultimately the partnership with students fades over time,
but the cooperative approach between high school and elementary
remains strong, as it can become a staple for students in both

buildings. Also, the opportunity to create connections with other

educators of different levels and discuss the successes and struggles
or trends they are noticing is positive and professional learning
community at its finest. Im most excited about this programs ability
to connect schools of different levels to each other as we call work
towards a common goal.
David Bollish
EDAD 639 Practicum
ISLLC 1 & 2 Reflections 1 & 2
Jesse Sealey
3/28/2016
Reflection 1
The first item Id like to discuss falls in line with ISLLC standard 2,
which focuses on teaching and learning. This month I was able to set
aside time and organize an hour of walk through. I was able to do this
with our principal of teaching and learning Andrew Dick, who is
recognized in our district as a guru of teacher evaluations. I began
this process by first reviewing the 16 proactive strategies of classroom
management as well as the Danielson frame work which our districts
uses to create a basis for my observations. I was able to visit an
engineering course, biology, elective history, algebra 2 and English 10
classroom. I took observation of each classrooms posted procedures,
objective or lack their of. I also focused on student engagement,
teaching strategies like random calling, think pair share, open
discussion etc. In addition to these, I looked for evidence of teacher -

student relationships as I believe these are a critical component of all

good instruction and great teaching. I also took note of Dr. Dick, what
his mannerisms were, how we interacted with students, walked around
and observed teachers and kids. He was utilizing a Google form that
he had created specifically for teacher walk through observations. One
thing that I did not realize until this experience was how incredibly
short a walk through truly is. It truly is a snap shot, but I did think it
was effective in pointing out strong teaching strategies and even
offering potential areas for constructive conversations. The most
rewarding part of this exercise was sitting down with Dr. D afterwards
and comparing notes. I was able to share my observations and get
feedback. Like all things practice and repetition is the key to success
and I was able to see the clear difference in Dr. Ds experience
compared to my own. This being said, I did feel good about the
observations I made Andrew and I shared many common notes. At the
end he asked me to initiate a conversation with a teacher about
something that went really well. He also asked me to do the same
about a concern or suggestion that I noticed during our time. This roleplay, mock evaluation session was highly engaging, rewarding, and
applicable.
Reflection 2
Next, I categorized my internship meetings in ISLLC standard 1
as I am truly focusing on my mission, vision and goals. I took the time

to meet with each of my supervisors, to talk about the experience so

far and look for specific feedback about some strengths that I could
continue to develop as well as some target areas I could focus on
improving. Not suprising, creating an organizational routine was focal
area from not only myself but Dr. Dick, while he wanted me to continue
to take initiative and lead with in the various teams and settings I
continue to work in. Also, Mr, Halley, urged me to stay committed to
the classroom as he said that I have many of the traits for
administration but cautioned me about the taxing hours and
responsibility that can be difficult on a young career. Justin Shaddick
has been a mentor since I entered the district. He wanted me to
continue my thirst for knowledge and goals for personal improvement.
He also suggested that I try to focus on doing 5 things well instead of
10 things at once. This especially rang true as it has been an
overwhelming couple years. I wanted to make sure that these
gentlemen knew that I wanted to continue to learn and be part of the
administrative conversations that were appropriate even after my
practicum was complete. They all seemed welcoming and open to this
idea. I also spoke with them about my personal and professional goals
in hopes that they would be willing to help me find opportunities to
better myself as a teacher and administrator.
David Bollish
EDAD 639 Practicum
ISLLC 1 & 2 Reflections 1 & 2
Jesse Sealey

4/20/2016
Reflection 1
This month I was able to accomplish many tasks focusing
towards influencing program culture and perception, their most closely
resembling ISLLC standard 6. The most important I still believe
happens with in our mother building or the main high school building.
The majority of our students come from the main building. This being
said we target only 9th 11th graders. The important component of my
meetings with counselors, administration, department heads and
teachers is always two folded. First, and obviously I am looking to
complete the task of filling our program with students and reload after
each graduation class. The second, but arguably most important, is to
continue to educate and shift the perception of the program and its
cliental but working closely with staff. In our first year, the perception
of a kid that met CHOICES criteria was almost exclusively those
students flunking out or refusing to attend. We have greatly shifted
that culture. We still deal with very at risk kids, but in general the
students previously mentioned utilize another program titled
reconnect. The students we target usually have unstable home lives,
irregular attendance and high-standardized test scores accompanied
by low GPAS. This work is tireless and frustrating. Its disheartening to
hear teachers speak about unsuccessful students negatively; they
need the most support and love. Also, it is a true gut check for our

staff to have constantly defend and recruit our on students, however

over the years, support and understanding are growing. Finally, by
being part of the grass roots effort to change and build the culture
through both students and staff hiring, I have been able to impact and
influence our student culture. This is both a tremendous responsibility
but has also been equally rewarding.
Reflection 2
In addition, to being part of building our school culture, this
month I was also able to practice some discipline. A large number of
our students were abusing the technology policy and our staff
performed a technology sweep. Through this sweep we had to
confiscate 6 different student ipads. From this point I then stepped in
and began calling parents, explain our school technology policy and
the appropriate consequences. Our issues ranged from having apps
other than the ones specified all the way to pornographic pictures,
luckily not of the student themselves. Our program is based on 1:1 ipad use and this often confuses students and parents. Thus going
through the conversations had its ups and downs, as usual attempting
to be objective, fair and honest was crucial and being patient
attempting to defuse the situation was a good experience to practice
my internship goal of communicating with parents. As always, some
students and parents were understanding and apologetic, while others
laid blame and sought excuses. However, after a few conversations

the situation settled. In talking with Mr. Halley, he offered some tips
and advice, like preparing parents before hand etc..
David Bollish
EDAD 639 Practicum
ISLLC 1 & 2 Reflections 1 & 2
Jesse Sealey
4/20/2016
Reflection 1
This month I was able to accomplish many tasks focusing
towards influencing program culture and perception, their most closely
resembling ISLLC standard 6. The most important I still believe
happens with in our mother building or the main high school building.
The majority of our students come from the main building. This being
said we target only 9th 11th graders. The important component of my
meetings with counselors, administration, department heads and
teachers is always two folded. First, and obviously I am looking to
complete the task of filling our program with students and reload after
each graduation class. The second, but arguably most important, is to
continue to educate and shift the perception of the program and its
cliental but working closely with staff. In our first year, the perception
of a kid that met CHOICES criteria was almost exclusively those
students flunking out or refusing to attend. We have greatly shifted
that culture. We still deal with very at risk kids, but in general the
students previously mentioned utilize another program titled
reconnect. The students we target usually have unstable home lives,

irregular attendance and high-standardized test scores accompanied

by low GPAS. This work is tireless and frustrating. Its disheartening to
hear teachers speak about unsuccessful students negatively; they
need the most support and love. Also, it is a true gut check for our
staff to have constantly defend and recruit our on students, however
over the years, support and understanding are growing. Finally, by
being part of the grass roots effort to change and build the culture
through both students and staff hiring, I have been able to impact and
influence our student culture. This is both a tremendous responsibility
but has also been equally rewarding.
Reflection 2
In addition, to being part of building our school culture, this
month I was also able to practice some discipline. A large number of
our students were abusing the technology policy and our staff
performed a technology sweep. Through this sweep we had to
confiscate 6 different student ipads. From this point I then stepped in
and began calling parents, explain our school technology policy and
the appropriate consequences. Our issues ranged from having apps
other than the ones specified all the way to pornographic pictures,
luckily not of the student themselves. Our program is based on 1:1 ipad use and this often confuses students and parents. Thus going
through the conversations had its ups and downs, as usual attempting
to be objective, fair and honest was crucial and being patient

attempting to defuse the situation was a good experience to practice

my internship goal of communicating with parents. As always, some
students and parents were understanding and apologetic, while others
laid blame and sought excuses. However, after a few conversations
the situation settled. In talking with Mr. Halley, he offered some tips
and advice, like preparing parents before hand etc..

ISLLC Standards
ISLLC 1 (72 HRS): SettingawidelysharedvisionforlearningisIbelieve
mystrongestassetasaneducator.InmyselfassessmentIscoredveryhighandinmy
assessmentsfrommysupervisorsmypassionforeducationwasalsonoted.Additionally
thebulkofmyhourswereaccruedinthiscapacityaswell.Thebulkofmyworkhas
beenduetomyintensepassionandbeliefinwhatScottsbluffPublicschoolsistryingto
achieveandhowtheCHOICESprogramservesstudents.Ourprogramvisionandmy
visionfortheprogramhavedrivenmyeffortsandgoalsofpursingmymastersinorderto
bemoreequippedtoenhanceourefforts.
ISLLC 2 (39 HRS): Developingaschoolcultureandinstructionalprogram
conducivetostudentlearningandstaffprofessionaldevelopmenthasbeenthemost
enjoyablepartofmyexperience.Workingwithadministrationandteacherstoimprove
culture,environment,approachandprogramminghaswithoutdoubtbeenmyfondest

experience.Workingwiththosewhomsharethesamevisionandseektotakeactionas
wellasimprovethemselvesandothersisrewarding.
ISLLC 3 (44 HRS): Ensuringeffectivemanagementoftheorganization,
operation,andresourcesforasafe,efficient,andeffectivelearningenvironmentwasa
goalmostachievedthroughintensiveschedulingwithMr.Shaddick.Byschedulingour
kidsinamannerthatmaximizedourbuildingandstaffresourcesaswellourstudent
opportunities.Thedifficultyofthissituationcamefromthefactthatwehadtohand
scheduleeachstudent,everysemester.Inaddition,Ithencodedeachofthecoursesin
alignmentwiththestateguidelines.Also,bymonitoringstudentlearningviaC4Land
teacherinstructionviawalktroughsandobservationsyoucanimpactthelearningof
students.
ISLLC 4 (20 HRS): Collaboratingwithfacultyandcommunitymembers,
respondingtodiversecommunityinterestsandneeds,andmobilizingcommunity
resourceshasbecomeacriticalfunctionofyourprogram.ThoughIwasinitially
skeptical,nothingistrulymorerelevantormotivationalforstudentsorthecommunity
thanseeingtheminteracttogether.Usingpartnershipshascreatedasupportsystemfor
ourprogramaswellashelpedshapeourcurriculum.ThepartnershipsincludeKiwanis,
Vertex,RegionalWestMedicalcenter,andothers.
ISLLC 5 (24 HRS): Actingwithintegrity,fairnessandinanethicalmanner
wasaskillmostcommonlyusedduringsomeoftheleastenjoyabletimesofmy
internship.BypurehappenstanceIendedbeingpartofoneoftheheaviestpersonnel
issuesthedistricthasfaced.Itwasadaunting,paperworkdriven,soberingtime.

However,theneedtoremainethical,andhonestwascritical.Muchwaslearnedinthese
hoursaboutnotonlytheprincipalshipbymydistrictandmyself.Also,andmore
positivelythemodelinganddailydemonstrationofintegrityandfairnesswasobserved
bymentors.Inthisroleitsnotafairweathertrait,itsaneverydayrequirement.
ISLLC 6 (12 HRS): Understanding,respondingtoandinfluencingthe
political,social,legal,andculturalcontextsofaschoolisacriticalschool.AsImoved
throughtheinternshipexperienceitbecameveryclearthatthoughmanypeoplemay
obtainleadershiprolesnotallofthosepeoplepossessthepowerofinfluence.This
standardinparticularIbelieveseparatedgreatleadershipfromgreatmanagers.The
requirementtoimpactthecommunityoutsideofthescopeoftheschoolwasa
challengingbutmeaningfultask.IbelieveIwasabletoachievethisbyworkingwith
outsidebusinessesandworkingtoshiftoutbuildingandstudentculture.