Internship Reflections

April 2011

This week I had an opportunity to Iacilitate a meeting with the Douglass High School (DHS)
student council and three representatives Irom the district`s child nutrition program. Students
had some concerns about the quality and quantity oI meals in the caIeteria. The primary issues
were with the temperature oI Iood, variety oI options, and customer service. Representatives
Irom the nutrition program actively listened and promised to investigate student complaints.
Students were happy to have someone listen to their comments. The nutrition staII reminded
students that it is important to report any concerns to improve the quality oI school meals. This
process was a good example oI how students could collaborate with adults to resolve issues. I
was impressed with the tactIul comments that students made.

The most powerIul experiences related to how students could organize their ideas and have
eIIective interactions with various stakeholders. Listening to all individuals and groups can
assist with improving the learning environment. School leaders should schedule time to meet
with representatives Irom all groups involved in teaching and learning.

My perception oI the inIluence that students can have on school policies has progressed. BeIore
the meeting, I was not sure how seriously the nutrition team would take comments Irom student.
I was pleasantly surprised to see representatives record all issues and promise to address
concerns with the proper authorities.

I will continue to develop my knowledge and experience with collaborative eIIorts. I want to
participate in more discussions with students to determine their perceptions oI the school`s
policies and procedures.

May 2011

This week I gained more knowledge about the budget. Adequacy is a concept used to determine
iI schools have the resources to help students achieve state mandated standards. Equity oI
Iunding distribution is a diIIicult task Ior most schools. Some students require more than others
do to receive an appropriate education. Schools receive targeted Iunds to provide services Ior
speciIic populations. Per-pupil weighting is one method that attempts to deliver adequate and
equitable school Iunds. I also learned the importance oI keeping school Iunding equitable Ior
taxpayers. I understand that iI states increase allocation Ior school Iunding local schools could
lose some control.

The most signiIicant learning experience took place when I had an opportunity to discuss Title 1
Iunding with administrators. This year the district is using a diIIerent program to input data.
Schools will have some Ilexibility to reallocate Iunds aIter the Iirst semester next year. I visited
an elementary school and noticed that the administrator there was responsible Ior most tasks.
Secondary administrators in the district have more assistance and are able to delegate tasks.

ow I have more inIormation on the similarities and diIIerences between the responsibilities oI
elementary and secondary administrators. Each position has advantages as well as challenges.

I will continue to gain more knowledge about the process to develop a budget proposal.
Reviewing the Title 1 budget allowed me to see how various schools have diIIerent budgeting
guidelines and expectations.

June 2011

Oklahoma requires all K-12 teachers to have a written contract. Article VI Section 12 oI
Oklahoma state statues outlines the terms oI teacher contracts. A teacher must be certiIied by the
State Board oI Education to teach the grades and subject Ior which employment is oIIered. II a
school board authorizes payment to someone who is not certiIied, the board would be guilty oI
Iraudulent expenditure oI school Iunds. DHS will receive IiIteen new teachers next school year.
Twelve oI these educators are participating in the Teach Ior America program. These teachers
are in a unique contractual situation. They have a contract with Teach Ior America and
Oklahoma Public Schools. Program representatives will collaborate with the school district to
make human resource decisions related to teacher contracts.

Some teachers had plans Ior improvement. A process is in place to support educators who do not
meet minimum competency standards. The teacher and an administrator had a conIerence to
discuss the alleged poor perIormance. Educators were encouraged to provide support or an
explanation about any misunderstanding that could have taken place regarding a previous
evaluation. II the teacher and principal agreed that there are areas Ior improvement, educators
have proIessional development support to remediate teacher perIormance. Some teachers did not
meet the identiIied expectations and did not have their contract renewed.

Board members are responsible Ior taking data Irom census results and designating school
district boundaries that have less than a ten percent diIIerence between the largest and smallest
district. I had an opportunity to see the power that local school boards have in school districts.

I will continue to become Iamiliar with teacher and administrator contracts. I will conduct
research on local and nation leadership organizations.

ReIerence

Ok. Const., art. VI, 12.

July 2011

Oklahoma City Public Schools is now on a continuous learning or year-round schedule. This is
the Iirst year that school started about three weeks earlier than usual. Some oI the logistics oI
beginning school in Oklahoma on the Iirst day oI August were not clearly resolved. one oI the
school buses has air conditioning. Over a hundred oI the classrooms did not have cooling units
that could withstand keeping a large area cool during extreme heat. School leaders combined
classes and instruction took place in alternative settings such as the media center or gymnasium.
There was an inIlux oI concerned parents and members oI the community. Building level and
central oIIice administrators had to make some quick decisions to provide an environment that
was conducive to teaching and learning. Leaders also responded to various stakeholders about
their plans to improve the situation.

One oI the most powerIul learning experiences was even aIter careIul planning unexpected
issues might arise. School leaders must be prepared to analyze a situation and make the best
decision based on the available resources. The other learning experience was when the media
gets involved a situation could quickly escalate. Schools received calls and messages Irom
community members and the district had to determine how to respond to these questions and
comments.

This incident expanded my thought process about the challenges that might arise Ior a school
leader. Some districts have designated representatives who are responsible Ior communicating
with the media. Other districts give principals the option to participate in interviews or respond
to media comments.

I will continue to learn more about district policies and procedures Ior school administrators. I
will maintain a list oI contacts that would be available to answer questions when I am unsure oI
how to handle a situation.

August 2011

A Iew students with behavioral and academic diIIiculties have counselors who meet with them
on campus. The school district created a permission slip that parents must sign Ior therapeutic
services to occur on campus. All students under the age oI 18 must have this Iorm on Iile. The
Iorm states that the counselor may communicate with school staII iI the client is at risk oI being
harmed or harming someone else or iI the therapeutic inIormation will assist with improving the
student`s behavior or academic perIormance.

My proIessional work experience includes providing counseling services in a clinical setting.
ConIidentiality was a major issue and counselors were advised not to discuss client inIormation
without written permission or legal obligations.

I was surprised to see that most students did not mind staII members and other learners knowing
that they are receiving counseling services. I thought high school students might be embarrassed
or would rather keep this inIormation conIidential.

I will continue to build relationships and get to know individual students. Each learner will have
unique needs and personal preIerences.