Week 6 Discussion – The Intern Report

After completing this week’s Readings and Resources, respond to the following questions. 

As you read the Intern Report in this chapter, note the scenario in which the principal/mentor wish to conduct a whole-staff orientation/development session and plan a very tight and aggressive timetable. Also note that the mentor wishes for the intern to complete plans for this session within the next two weeks. 

As you read through the scenario, you will find that the principal was not happy with the intern’s plans. What did the intern learn from this event? Why did she feel that trying to conceal her confusion when given a task for which she is responsible was not good leadership? Now, as you re-read this report, put yourself in the place of the principal. You have given the same responsibility to a novice teacher. What will you do differently? How can you prevent the “strained relationship” referred to by the intern? Why is it always best to respectfully give a voice to questions and clarifications we may need in order to do a task well?

Your initial responses are due by 11:55 p.m. Eastern Time on Wednesday and should be between 200-250 words. The initial posting should be a statement of your point of view on the question, supported by the required readings. 

  Sample discussion questions are attached. Answer should be along similar lines as sample discussion question answers. 

I have attached the intern report – chapter 9 (the readings) contains the intern report

The Intern Report

Sunday, February 9, 2020, 6:08 PM

In reading through this event/case study, it was clear that the intern learned a lesson in being honest and forthcoming when something is not clear to you. She felt that concealing her confusion was not good leadership because it ultimately affected the outcome and quality of her work and caused the supervisor to no longer trust her to take on similar tasks in the future. 

 If I were in the place of the principal, I would first have given sufficient instructions and, more importantly, sufficient time, for the intern to complete the task. I would hope that I had also created a system of trust in which the intern would have felt comfortable speaking with me about their apprehension or lack of understanding of the assignment. I think this can be accomplished by being a guide throughout the process rather than an evaluator. Throughout this process, I have been blessed to have leaders who have had open door policies and have created opportunities for me to learn and grow. I think that all of the leaders I have had have created a school culture that resembles a family which makes you feel more welcome to speak your mind and be honest. 

As an intern, it can be really hard to speak up because you are working so hard to prove yourself as a leader. This can be amplified if you are in a situation where there is a possibility for you to move up into a leadership role depending on the results of your internship. That being said, we are only shooting ourselves in the foot if we don’t express concerns or questions when we need additional clarification or time. Any good leader would appreciate your dedication to getting the clarifications in order to increase productivity and the quality of the product in the end, more so that appreciate that you seemingly have no questions to begin with. No dynamic leader would expect perfection out of a new or learning leader, so asking questions shows that you are willing to work hard to get it right the first time. 

The Intern Report

Sunday, February 9, 2020, 6:08 PM

In reading through this event/case study, it was clear that the intern learned a lesson in
being honest and forthcoming when something is not clear to

you. She felt that
concealing her confusion was not good leadership because it ultimately affected the
outcome and quality of her work and caused the supervisor to no longer trust her to take
on similar tasks in the future.

If I were in the place of the

principal, I would first have given sufficient instructions and,
more importantly, sufficient time, for the intern to complete the task. I would hope that I
had also created a system of trust in which the intern would have felt comfortable
speaking with m
e about their apprehension or lack of understanding of the assignment.
I think this can be accomplished by being a guide throughout the process rather than an
evaluator. Throughout this process, I have been blessed to have leaders who have had
open door po
licies and have created opportunities for me to learn and grow. I think that
all of the leaders I have had have created a school culture that resembles a family
which makes you feel more welcome to speak your mind and be honest.

As an intern, it can be re
ally hard to speak up because you are working so hard to prove
yourself as a leader. This can be amplified if you are in a situation where there is a
possibility for you to move up into a leadership role depending on the results of your
internship. That be
ing said, we are only shooting ourselves in the foot if we don’t
express concerns or questions when we need additional clarification or time. Any good
leader would appreciate your dedication to getting the clarifications in order to increase
productivity a
nd the quality of the product in the end, more so that appreciate that you
seemingly have no questions to begin with. No dynamic leader would expect perfection
out of a new or learning leader, so asking questions shows that you are willing to work
hard to
get it right the first time.

The Intern Report
Sunday, February 9, 2020, 6:08 PM

In reading through this event/case study, it was clear that the intern learned a lesson in
being honest and forthcoming when something is not clear to you. She felt that
concealing her confusion was not good leadership because it ultimately affected the
outcome and quality of her work and caused the supervisor to no longer trust her to take
on similar tasks in the future.
If I were in the place of the principal, I would first have given sufficient instructions and,
more importantly, sufficient time, for the intern to complete the task. I would hope that I
had also created a system of trust in which the intern would have felt comfortable
speaking with me about their apprehension or lack of understanding of the assignment.
I think this can be accomplished by being a guide throughout the process rather than an
evaluator. Throughout this process, I have been blessed to have leaders who have had
open door policies and have created opportunities for me to learn and grow. I think that
all of the leaders I have had have created a school culture that resembles a family
which makes you feel more welcome to speak your mind and be honest.
As an intern, it can be really hard to speak up because you are working so hard to prove
yourself as a leader. This can be amplified if you are in a situation where there is a
possibility for you to move up into a leadership role depending on the results of your
internship. That being said, we are only shooting ourselves in the foot if we don’t
express concerns or questions when we need additional clarification or time. Any good
leader would appreciate your dedication to getting the clarifications in order to increase
productivity and the quality of the product in the end, more so that appreciate that you
seemingly have no questions to begin with. No dynamic leader would expect perfection
out of a new or learning leader, so asking questions shows that you are willing to work
hard to get it right the first time.

The Intern Report

Monday, February 10, 2020, 8:48 AM

The commonality I found between the mentor and intern is the lack of communication throughout the planning of the development session. Both sides are at fault in that the intern did not ask for help from the mentor, but also the mentor is at fault for giving unclear and unrealistic directions. The door of communication was shut the minute the task was assigned.

Intern Response:

The intern learned from this event that she needs to ask for help if needed. Whether the help comes from the mentor or other teachers in the school (delegation.) The intern probably felt she needed to prove herself that she can achieve the task on her own without much help. However, she realized she could not and was afraid to ask her mentor. She waited too long in asking and felt her confidence go down as she realized her confusion on the task.

Principals Response: 

If I were providing a whole-staff orientation/development session to a novice teacher, I would be very specific with what I want. I would meet with the novice teacher first. At this meeting I would explain exactly what I wished to achieve (end goal) and provide the novice teachers with some examples of what I want. This could be done with a video, a PowerPoint, or another form of presentation. To prevent a strained relationship, I would schedule weekly or biweekly “checkpoints” to meet with the novice teacher to determine where they stand along the process. Lastly, I would tell the teacher to reach out to me if they needed any help and that questions may arise. This way I open the door for the novice teacher to give a voice of question. If this door is shut, then the teacher will be afraid to ask, which could lead to the incorrect end product. Lastly, I would not assign this task for someone to complete in two weeks, I would provide the teacher with adequate time in completing the task.

The Intern Report

Monday, February 10, 2020, 8:48 AM

The commonality I found between the mentor and intern is the lack of communication
throughout the planning of the development session. Both sides are at fault in that the
intern did not ask for help from the mentor, but also the mentor is at fault for givi
ng
unclear and unrealistic directions. The door of communication was shut the minute the
task was assigned.

Intern Response:

The intern learned from this event that she needs to ask for help if needed. Whether the
help comes from the mentor or other teache
rs in the school (delegation.) The intern
probably felt she needed to prove herself that she can achieve the task on her own
without much help. However, she realized she could not and was afraid to ask her
mentor. She waited too long in asking and felt her

confidence go down as she realized
her confusion on the task.

Principals Response:

If I were providing a whole
–
staff orientation/development session to a novice teacher, I
would be very specific with what I want. I would meet with the novice teacher firs
t. At
this meeting I would explain exactly what I wished to achieve (end goal) and provide the
novice teachers with some examples of what I want. This could be done with a video, a
PowerPoint, or another form of presentation. To prevent a strained relation
ship, I would
schedule weekly or biweekly “checkpoints” to meet with the novice teacher to determine
where they stand along the process. Lastly, I would tell the teacher to reach out to me if
they needed any help and that questions may arise. This way I op
en the door for the
novice teacher to give a voice of question. If this door is shut, then the teacher will be
afraid to ask, which could lead to the incorrect end product. Lastly, I would not assign
this task for someone to complete in two weeks, I would
provide the teacher with
adequate time in completing the task.

The Intern Report
Monday, February 10, 2020, 8:48 AM

The commonality I found between the mentor and intern is the lack of communication
throughout the planning of the development session. Both sides are at fault in that the
intern did not ask for help from the mentor, but also the mentor is at fault for giving
unclear and unrealistic directions. The door of communication was shut the minute the
task was assigned.
Intern Response:
The intern learned from this event that she needs to ask for help if needed. Whether the
help comes from the mentor or other teachers in the school (delegation.) The intern
probably felt she needed to prove herself that she can achieve the task on her own
without much help. However, she realized she could not and was afraid to ask her
mentor. She waited too long in asking and felt her confidence go down as she realized
her confusion on the task.
Principals Response:
If I were providing a whole-staff orientation/development session to a novice teacher, I
would be very specific with what I want. I would meet with the novice teacher first. At
this meeting I would explain exactly what I wished to achieve (end goal) and provide the
novice teachers with some examples of what I want. This could be done with a video, a
PowerPoint, or another form of presentation. To prevent a strained relationship, I would
schedule weekly or biweekly “checkpoints” to meet with the novice teacher to determine
where they stand along the process. Lastly, I would tell the teacher to reach out to me if
they needed any help and that questions may arise. This way I open the door for the
novice teacher to give a voice of question. If this door is shut, then the teacher will be
afraid to ask, which could lead to the incorrect end product. Lastly, I would not assign
this task for someone to complete in two weeks, I would provide the teacher with
adequate time in completing the task.

The Intern Report

Monday, February 10, 2020, 8:14 PM

I believe the intern in this scenario learned the importance of speaking up when confusion arises, communicating open and honestly, and understanding that asking questions is not a weakness. A lot can be gained from working through confusion and seeking clarity. Afterward, the intern realized that concealing her confusion and not taking time to gain clarification from the principal or the assistant principal was poor leadership as it prevented her from getting the planning done properly and demonstrated poor decision making on her part. Additionally, she unintentionally misled the assistant principal who was operating under the understanding that she had a clear picture of the task at hand. As a result, time was wasted and plans for the orientation/development day were still not completed to the expectation of the principal. Additionally, because of the intern’s poor decision making, the mentor may feel uncertain about giving the intern future tasks, not knowing whether or not she will seek help or clarification as needed.

 In thinking about this scenario from the perspective of a principal giving this responsibility to a novice teacher, it would be important for me to share my vision for the event with the teacher and to open the conversation up to questions after my explanation. I would share any critical elements that I wanted included in the orientation/development session and even mention examples of what I did not want included in this session. I would remind the teacher that she can always come to me during the planning process if she has any questions. I would check in with the teacher after the first week to see how the planning was going, give her the chance to ask questions, and make sure that the initial plans were aligned with my expectation before we got to the end of the two weeks.

Expressing an openness to hearing questions or discussing ideas should help the teacher feel comfortable coming to me with questions or concerns. It is important to give this time and space for questions, as this will support the teacher in taking on the leadership responsibility of planning this event and will help ensure that the planning meets my expectations and vision for the event. When questions and clarifications are not welcomed, it can lead to misunderstanding, wasted efforts, and frustration, as in the initial scenario.

The Intern Report

Monday, February 10, 2020, 8:14 PM

I believe the intern in this scenario learned the importance of speaking up when
confusion arises, communicating open and honestly, and understanding that asking
questions is not a weakness. A lot can be gained from wor
king through confusion and
seeking clarity. Afterward, the intern realized that concealing her confusion and not
taking time to gain clarification from the principal or the assistant principal was poor
leadership as it prevented her from getting the planni
ng done properly and
demonstrated poor decision making on her part. Additionally, she unintentionally misled
the assistant principal who was operating under the understanding that she had a clear
picture of the task at hand. As a result, time was wasted an
d plans for the
orientation/development day were still not completed to the expectation of the principal.
Additionally, because of the intern’s poor decision making, the mentor may feel
uncertain about giving the intern future tasks, not knowing whether or

not she will seek
help or clarification as needed.

In thinking about this scenario from the perspective of a principal giving this
responsibility to a novice teacher, it would be important for me to share my vision for the
event with the teacher and to o
pen the conversation up to questions after my
explanation. I would share any critical elements that I wanted included in the
orientation/development session and even mention examples of what I did not want
included in this session. I would remind the teach
er that she can always come to me
during the planning process if she has any questions. I would check in with the teacher
after the first week to see how the planning was going, give her the chance to ask
questions, and make sure that the initial plans wer
e aligned with my expectation before
we got to the end of the two weeks.

Expressing an openness to hearing questions or discussing ideas should help the
teacher feel comfortable coming to me with questions or concerns. It is important to give
this time and

space for questions, as this will support the teacher in taking on the
leadership responsibility of planning this event and will help ensure that the planning
meets my expectations and vision for the event. When questions and clarifications are
not welcom
ed, it can lead to misunderstanding, wasted efforts, and frustration, as in the
initial scenario.

The Intern Report
Monday, February 10, 2020, 8:14 PM

I believe the intern in this scenario learned the importance of speaking up when
confusion arises, communicating open and honestly, and understanding that asking
questions is not a weakness. A lot can be gained from working through confusion and
seeking clarity. Afterward, the intern realized that concealing her confusion and not
taking time to gain clarification from the principal or the assistant principal was poor
leadership as it prevented her from getting the planning done properly and
demonstrated poor decision making on her part. Additionally, she unintentionally misled
the assistant principal who was operating under the understanding that she had a clear
picture of the task at hand. As a result, time was wasted and plans for the
orientation/development day were still not completed to the expectation of the principal.
Additionally, because of the intern’s poor decision making, the mentor may feel
uncertain about giving the intern future tasks, not knowing whether or not she will seek
help or clarification as needed.
In thinking about this scenario from the perspective of a principal giving this
responsibility to a novice teacher, it would be important for me to share my vision for the
event with the teacher and to open the conversation up to questions after my
explanation. I would share any critical elements that I wanted included in the
orientation/development session and even mention examples of what I did not want
included in this session. I would remind the teacher that she can always come to me
during the planning process if she has any questions. I would check in with the teacher
after the first week to see how the planning was going, give her the chance to ask
questions, and make sure that the initial plans were aligned with my expectation before
we got to the end of the two weeks.
Expressing an openness to hearing questions or discussing ideas should help the
teacher feel comfortable coming to me with questions or concerns. It is important to give
this time and space for questions, as this will support the teacher in taking on the
leadership responsibility of planning this event and will help ensure that the planning
meets my expectations and vision for the event. When questions and clarifications are
not welcomed, it can lead to misunderstanding, wasted efforts, and frustration, as in the
initial scenario.

The Intern Report

Monday, February 10, 2020, 6:51 PM

This event taught the intern to be more forthcoming in expressing her confusion or lack of understanding of the particular task. We have all been given a task at some point in our career that we did not understand and some may have turned out much like the intern in this scenario. However, it is important that as a leader you ask those clarifying questions if you do not understand. This intern felt as though she much conceal her confusion to prevent looking incapable or stupid for not understanding what the principal was asking. 

If I was the principal in this scenario, the first thing I would have done is make sure to allow enough time for the task to be completed or develop, with the teacher, a timeline that fits the aggressive deadline I set. I would also follow up with the teacher throughout the process to make sure they understood and were producing the intended product rather than waiting until the end and being unhappy with the work they have done. The principal did not seem incredibly supportive in this situation, which is arguably one of the most important roles a mentor should play. The biggest ways to prevent the strained relationship seen here are by following up with the intern throughout the process and creating a space where the intern can ask questions to better understand the task.  In situations where growth is expected, it is incredibly important to foster an environment where those learning feel comfortable asking for help or clarification. Those questions could, in some cases, make or break an experience for an intern. It is very much like a classroom in the sense that if a student does not feel comfortable asking a question, they can never be expected to learn. Learning comes with questioning, clarification, and sometimes through trial and error.

The Intern Report

Monday, February 10, 2020, 6:51 PM

This event taught the intern to be more forthcoming in expressing her confusion or lack
of understanding of the particular task. We have all been given a task at some point in
our career that we did not understand and some may have turned out much like the
intern in this scenario. However, it is important that as a leader you ask those clarifying
questions if you do not understand. This intern felt as though she much conceal her

confusion to prevent looking incapable or stupid for not understanding what the principal
was asking.

If I was the principal in this scenario, the first thing I would have done is make sure to
allow enough time for the task to be completed or develop, wi
th the teacher, a timeline
that fits the aggressive deadline I set. I would also follow up with the teacher throughout
the process to make sure they understood and were producing the intended product
rather than waiting until the end and being unhappy with

the work they have done. The
principal did not seem incredibly supportive in this situation, which is arguably one of the
most important roles a mentor should play. The biggest ways to prevent the strained
relationship seen here are by following up with t
he intern throughout the process and
creating a space where the intern can ask questions to better understand the task.

In
situations where growth is expected, it is incredibly important to foster an environment
where those learning feel comfortable askin
g for help or clarification. Those questions
could, in some cases, make or break an experience for an intern. It is very much like a
classroom in the sense that if a student does not feel comfortable asking a question,
they can never be expected to learn.
Learning comes with questioning, clarification, and
sometimes through trial and error.

The Intern Report
Monday, February 10, 2020, 6:51 PM

This event taught the intern to be more forthcoming in expressing her confusion or lack
of understanding of the particular task. We have all been given a task at some point in
our career that we did not understand and some may have turned out much like the
intern in this scenario. However, it is important that as a leader you ask those clarifying
questions if you do not understand. This intern felt as though she much conceal her
confusion to prevent looking incapable or stupid for not understanding what the principal
was asking.
If I was the principal in this scenario, the first thing I would have done is make sure to
allow enough time for the task to be completed or develop, with the teacher, a timeline
that fits the aggressive deadline I set. I would also follow up with the teacher throughout
the process to make sure they understood and were producing the intended product
rather than waiting until the end and being unhappy with the work they have done. The
principal did not seem incredibly supportive in this situation, which is arguably one of the
most important roles a mentor should play. The biggest ways to prevent the strained
relationship seen here are by following up with the intern throughout the process and
creating a space where the intern can ask questions to better understand the task. In
situations where growth is expected, it is incredibly important to foster an environment
where those learning feel comfortable asking for help or clarification. Those questions
could, in some cases, make or break an experience for an intern. It is very much like a
classroom in the sense that if a student does not feel comfortable asking a question,
they can never be expected to learn. Learning comes with questioning, clarification, and
sometimes through trial and error.

The Intern Report

Tuesday, February 11, 2020, 2:42 PM

After reading this weeks chapter, it confirmed my belief that it’s always important to remain honest and trustworthy even you are confused about a situation. The intern learned quickly the importance of having these qualities. Throughout her internship she realized that it wasn’t a good idea as a leader to withhold her confusion because she knew that it will affect the outcome and also affect others in the process. You never want to be label as untrustworthy or concealing information since other are depending on you. 

As an aspiring principal, I would have handle the situation a little differently because I would have made sure I gave clear explicit instructions and a realistic time frame in order for completion. I would also want to be transparent because this will create a trusting relationships between myself and my employees. I would also create an open door policy so that they feel comfortable with confining in me as well as me creating opportunity. I’ve learned throughout my internship that it’s best to create a family orientated culture. 

 Throughout this journey  also learned that it’s very hard to balance being a teacher and an intern not because of balance but because administration naturally sees me as a teacher first. So I fond my self always having to insert myself into opportunities or leadership roles which was extremely hard at times. 

The Intern Report

Tuesday, February 11, 2020, 2:42 PM

After reading this weeks

chapter, it confirmed my belief that it’s always important to
remain honest and trustworthy even you are confused about a situation. The intern
learned quickly the importance of having these qualities. Throughout her internship she
realized that it wasn’t

a good idea as a leader to withhold her confusion because she
knew that it will affect the outcome and also affect others in the process. You never
want to be label as untrustworthy or concealing information since other are depending
on you.

As an aspiri
ng principal, I would have handle the situation a little differently because I
would have made sure I gave clear explicit instructions and a realistic time frame in
order for completion. I would also want to be transparent because this will create a
trusti
ng relationships between myself and my employees. I would also create an open
door policy so that they feel comfortable with confining in me as well as me creating
opportunity. I’ve learned throughout my internship that it’s best to create a family
orienta
ted culture.

Throughout this journey

also learned that it’s very hard to balance being a teacher and
an intern not because of balance but because administration naturally sees me as a
teacher first. So I fond my self always having to insert myself into
opportunities or
leadership roles which was extremely hard at times.

The Intern Report
Tuesday, February 11, 2020, 2:42 PM

After reading this weeks chapter, it confirmed my belief that it’s always important to
remain honest and trustworthy even you are confused about a situation. The intern
learned quickly the importance of having these qualities. Throughout her internship she
realized that it wasn’t a good idea as a leader to withhold her confusion because she
knew that it will affect the outcome and also affect others in the process. You never
want to be label as untrustworthy or concealing information since other are depending
on you.
As an aspiring principal, I would have handle the situation a little differently because I
would have made sure I gave clear explicit instructions and a realistic time frame in
order for completion. I would also want to be transparent because this will create a
trusting relationships between myself and my employees. I would also create an open
door policy so that they feel comfortable with confining in me as well as me creating
opportunity. I’ve learned throughout my internship that it’s best to create a family
orientated culture.
Throughout this journey also learned that it’s very hard to balance being a teacher and
an intern not because of balance but because administration naturally sees me as a
teacher first. So I fond my self always having to insert myself into opportunities or
leadership roles which was extremely hard at times.

The Intern Report

Wednesday, February 12, 2020, 9:40 AM

The intern learned that she needs to ask questions when there is confusion about a task. By not asking, she wasted her time, disappointed her principal, and caused more stress in the office. She thought that concealing her confusion would end in achieving greater respect from the Principal and Assistant Principal. The opposite was the real effect. What she found out was that a good leader makes sure she has all of her facts straight before beginning a project.  Sometimes, asking questions is the only way to do that.

     I have learned that when I give an assignment, I need to give very specific directions and make my expectations clear.  This principal neglected to that. Even though he/she obviously had a vision for the project, it was not communicated when the assignment was given.  What I would do differently is make sure that my intern understood what I wanted, even providing an example or some resources to use as a reference. In addition, I find myself wondering why this intern did not feel free to ask her questions and why there is already stress in those administrative relationships.  An effective principal must establish an environment in which he/she works as a team with all staff members.  I am not sensing that to be the case here.

     The way to prevent the strained relationships is to give voice to the questions.  The intern may have caused some resentment in the Assistant Principal by acting like she knew what was expected, when she didn’t. The AP may have felt out of the loop. The Principal is now upset because the task was not completed the way she wanted it and two weeks have been wasted.  The intern has put more stress on herself because now she has to start over.  Since the first submission was a bust, she will now feel even more pressure to “get it right.”  This is not a healthy situation for anyone involved. There seems to be an incredible lack of effective communication between these players.  This is not effective leadership from any of them.

The Intern Report

Wednesday, February 12, 2020, 9:40 AM

The intern learned

that she needs to ask questions when there is confusion about a
task. By not asking, she wasted her time, disappointed her principal, and caused more
stress in the office. She thought that concealing her confusion would end in achieving
greater respect fr
om the Principal and Assistant Principal. The opposite was the real
effect. What she found out was that a good leader makes sure she has all of her facts
straight before beginning a project.

Sometimes, asking questions is the only way to do
that.

I h
ave learned that when I give an assignment, I need to give very specific directions
and make my expectations clear.

This principal neglected to that. Even though he/she
obviously had a vision for the project, it was not communicated when the assignment
wa
s given.

What I would do differently is make sure that my intern understood what I
wanted, even providing an example or some resources to use as a reference. In
addition, I find myself wondering why this intern did not feel free to ask her questions
and w
hy there is already stress in those administrative relationships.

An effective
principal must establish an environment in which he/she works as a team with all staff
members.

I am not sensing that to be the case here.

The way to prevent the strained

relationships is to give voice to the questions.

The
intern may have caused some resentment in the Assistant Principal by acting like she
knew what was expected, when she didn’t. The AP may have felt out of the loop. The
Principal is now upset because th
e task was not completed the way she wanted it and
two weeks have been wasted.

The intern has put more stress on herself because now
she has to start over.

Since the first submission was a bust, she will now feel even
more pressure to “get it right.”

Th
is is not a healthy situation for anyone involved. There
seems to be an incredible lack of effective communication between these players.

This
is not effective leadership from any of them.

The Intern Report
Wednesday, February 12, 2020, 9:40 AM

The intern learned that she needs to ask questions when there is confusion about a
task. By not asking, she wasted her time, disappointed her principal, and caused more
stress in the office. She thought that concealing her confusion would end in achieving
greater respect from the Principal and Assistant Principal. The opposite was the real
effect. What she found out was that a good leader makes sure she has all of her facts
straight before beginning a project. Sometimes, asking questions is the only way to do
that.
I have learned that when I give an assignment, I need to give very specific directions
and make my expectations clear. This principal neglected to that. Even though he/she
obviously had a vision for the project, it was not communicated when the assignment
was given. What I would do differently is make sure that my intern understood what I
wanted, even providing an example or some resources to use as a reference. In
addition, I find myself wondering why this intern did not feel free to ask her questions
and why there is already stress in those administrative relationships. An effective
principal must establish an environment in which he/she works as a team with all staff
members. I am not sensing that to be the case here.
The way to prevent the strained relationships is to give voice to the questions. The
intern may have caused some resentment in the Assistant Principal by acting like she
knew what was expected, when she didn’t. The AP may have felt out of the loop. The
Principal is now upset because the task was not completed the way she wanted it and
two weeks have been wasted. The intern has put more stress on herself because now
she has to start over. Since the first submission was a bust, she will now feel even
more pressure to “get it right.” This is not a healthy situation for anyone involved. There
seems to be an incredible lack of effective communication between these players. This
is not effective leadership from any of them.

The Intern Report

Wednesday, February 12, 2020, 10:22 AM

In the required reading, the principal intern was confused about the principal’s expectations in planning a school event.   The intern was afraid to ask questions.  It is imperative to clearly communicate with your administration.  If you are unclear you should ask clarifying questions to gain a clear understanding of what is expected of you. The disaster could have been avoided with better communication.  Communication skills are very important when working with others, parents, teachers, stakeholders, students, community partners, and school district staff.  As a principal intern, you should always take notes, ask questions, and follow up daily with your mentoring principal as well as other support staff to ensure the school is moving in a positive direction.  You also need to check in with your principal as needed to make sure you are on the same page as it relates to school events, discipline, policies, and procedures. 

I strongly feel if the intern would have built a trustful relationship with her principal she would have felt comfortable communicating to her that she is not clear about the expectations of planning the school’s event.  Therefore, this conversation would allow the intern to ask questions and seek clarity from the principal about the event. 

Honesty, trust, reliable, ethical, motivated, goal-driven, critical thinker, problem solver, compassionate, loving, caring, understanding, patients, and kind-hearted are just a few character traits a principal intern should have in order to become a successful principal. 

The Intern Report

Wednesday, February 12, 2020, 10:22 AM

In the required reading, the principal intern was confused about the
principal’s
expectations in planning a school event.

The intern was afraid to ask questions.

It is
imperative to clearly communicate with your administration.

If you are unclear you
should ask clarifying questions to gain a clear understanding of what
is expected of you.
The disaster could have been avoided with better communication.

Communication
skills are very important when working with others, parents, teachers, stakeholders,
students, community partners, and school district staff.

As a principal

intern, you should
always take notes, ask questions, and follow up daily with your mentoring principal as
well as other support staff to ensure the school is moving in a positive direction.

You
also need to check in with your principal as needed to make
sure you are on the same
page as it relates to school events, discipline, policies, and procedures.

I strongly feel if the intern would have built a trustful relationship with her principal she
would have felt comfortable communicating to her that she is
not clear about the
expectations of planning the school’s event.

Therefore, this conversation would allow
the intern to ask questions and seek clarity from the principal about the event.

Honesty, trust, reliable, ethical, motivated, goal
–
driven, critical

thinker, problem solver,
compassionate, loving, caring, understanding, patients, and kind
–
hearted are just a few
character traits a principal intern should have in order to become a successful principal.

The Intern Report
Wednesday, February 12, 2020, 10:22 AM

In the required reading, the principal intern was confused about the principal’s
expectations in planning a school event. The intern was afraid to ask questions. It is
imperative to clearly communicate with your administration. If you are unclear you
should ask clarifying questions to gain a clear understanding of what is expected of you.
The disaster could have been avoided with better communication. Communication
skills are very important when working with others, parents, teachers, stakeholders,
students, community partners, and school district staff. As a principal intern, you should
always take notes, ask questions, and follow up daily with your mentoring principal as
well as other support staff to ensure the school is moving in a positive direction. You
also need to check in with your principal as needed to make sure you are on the same
page as it relates to school events, discipline, policies, and procedures.
I strongly feel if the intern would have built a trustful relationship with her principal she
would have felt comfortable communicating to her that she is not clear about the
expectations of planning the school’s event. Therefore, this conversation would allow
the intern to ask questions and seek clarity from the principal about the event.
Honesty, trust, reliable, ethical, motivated, goal-driven, critical thinker, problem solver,
compassionate, loving, caring, understanding, patients, and kind-hearted are just a few
character traits a principal intern should have in order to become a successful principal.

The Intern Report

Wednesday, February 12, 2020, 11:03 AM

The intern should have learned that its okay to ask clarifying questions.  When things are not understood, especially around a task to be completed with an entire group of teachers its best to understand all parts involved and to ask questions along the way.  Given the expertise of the  mentor/principal on the subject that should be the resource that is leaned on even if time constraints get in the way.  The other lesson that should be learned is nothing should be assumed and that the assistant principal may be in the same situation as the intern just in this case with little to no understanding.  

No one wants to feel as if they aren’t capable nor do they want to bug or pester someone about the same tasks repeatedly.  

If I were the principal in this case I would be there to help from start to finish.  If I am the gate keeper or master of the skill or tasks to be performed, and I wanted the professional development to go off without a hitch I would surely be a part of the process.  I would make sure the teacher understood what the expectations are and would give them resources to get the task finished.  

Being open and honest is the best way to make sure the relationship can remain positive.  Being confident in asking questions and making sure you are prepared to perform what is expected from the principal is the easiest way to make sure things aren’t strained. 

Expectations and outcomes associated with any task should always allow for questions. Communication is key to making sure things get done when working with groups of people. 

The Intern Report

Wednesday, February 12, 2020, 11:03 AM

The intern should have learned that its okay to ask clarifying questions.

When things
are not understood, especially around a task to

be completed with an entire group of
teachers its best to understand all parts involved and to ask questions along the
way.

Given the expertise of the

mentor/principal on the subject that should be the
resource that is leaned on even if time constraints

get in the way.

The other lesson that
should be learned is nothing should be assumed and that the assistant principal may be
in the same situation as the intern just in this case with little to no understanding.

No one wants to feel as if they aren’t c
apable nor do they want to bug or pester
someone about the same tasks repeatedly.

If I were the principal in this case I would be there to help from start to finish.

If I am the
gate keeper or master of the skill or tasks to be performed, and I wanted
the
professional development to go off without a hitch I would surely be a part of the
process.

I would make sure the teacher understood what the expectations are and
would give them resources to get the task finished.

Being open and honest is the best

way to make sure the relationship can remain
positive.

Being confident in asking questions and making sure you are prepared to
perform what is expected from the principal is the easiest way to make sure things
aren’t strained.

Expectations and outcomes

associated with any task should always allow for questions.
Communication is key to making sure things get done when working with groups of
people.

The Intern Report
Wednesday, February 12, 2020, 11:03 AM

The intern should have learned that its okay to ask clarifying questions. When things
are not understood, especially around a task to be completed with an entire group of
teachers its best to understand all parts involved and to ask questions along the
way. Given the expertise of the mentor/principal on the subject that should be the
resource that is leaned on even if time constraints get in the way. The other lesson that
should be learned is nothing should be assumed and that the assistant principal may be
in the same situation as the intern just in this case with little to no understanding.
No one wants to feel as if they aren’t capable nor do they want to bug or pester
someone about the same tasks repeatedly.
If I were the principal in this case I would be there to help from start to finish. If I am the
gate keeper or master of the skill or tasks to be performed, and I wanted the
professional development to go off without a hitch I would surely be a part of the
process. I would make sure the teacher understood what the expectations are and
would give them resources to get the task finished.
Being open and honest is the best way to make sure the relationship can remain
positive. Being confident in asking questions and making sure you are prepared to
perform what is expected from the principal is the easiest way to make sure things
aren’t strained.
Expectations and outcomes associated with any task should always allow for questions.
Communication is key to making sure things get done when working with groups of
people.