Final (Year 2) - Internship Reflection

EL 6956

Danielle Jacobs

Oakland University – Master of Education in Educational Leadership

As I complete the M.Ed. in Education Leadership program at Oakland University, I find

more and more applications of my coursework have enhanced my role as a central office

administrator at Chippewa Valley Schools. The final months of my internship have been so

intensely filled with leadership and growth, the logging of hours became almost unnecessary. I

have grown exponentially as an administrator, as a leader, and as an asset to Chippewa Valley

Schools throughout the M.Ed. in Educational Leadership program. The experiences and

opportunities have allowed me to piece together aspects of the educational world that were

previously unconnected. The program has helped to emphasize the importance of my role in the

district and garner a new level of respect from my colleagues.

Standard 1: Articulation, implementation, and stewardship of a vision.

My involvement in various high-level executive meetings within the district has

increased my exposure to the viewpoints and shared vision of the Superintendent. The

observations of my Superintendent have visibility demonstrated his dedication to the district

while clearly utilizing the expertise of fellow administrators when appropriate. My observations

have highlighted an environment of distributive leadership that harnesses the value of a team
filled with dedicated leaders. My Superintendent exudes the confidence required to be in such a

great position, but humbly looks to his supporting administrators to specialize in the areas they

have been hired to preside.

As throughout this entire internship, I have continued to be very cognizant in taking

notice of my Superintendents interaction with staff, colleagues and board members. My

accomplishments within the Educational Leadership program have further solidified my

commitment to the district. I feel the recognition I have received from other administrators that

have become aware of my educational journey has solidified my place as part of the long-term

“future” of Chippewa Valley Schools.

Standard II: Sustaining a school culture and instructional program.

My increased participation in curricular meetings to allocate the most impactful

utilization of grant funds has broadened my understanding of the challenges our district will face

with implementation of the Third-Grade Reading Law. Bilingual and economically

disadvantaged students struggle to meet grade level standards. Additional resources will be

required to equitably educate those students with the greatest needs. I understand now more than

ever how culture and instructional programming work hand in hand to create a learning

environment that ensures learning for all students. Upon reviewing NWEA and M-STEP

achievement data in curriculum meetings, it is evident that a significant percentage of students

will have difficulties meeting the requirements of the Third-Grade Reading Law. I realize the

importance of focusing Section 31a funds towards providing additional paraprofessional support

for bilingual students and intervening connections for those economically disadvantaged
students. I can utilize my role as a business office administrator to evaluate Section 31a

spending and question expenditures that don’t converge upon on bridging the inequity gap for

our children.

Standard III: Management of organization, operations, and resources.

The Support Team Administrators group meetings have continued to be a huge source of

“big picture” understandings throughout the second half of my internship. The Support Team is

made up of various central office administrators including technology, maintenance, custodial,

food service, human resource, and business representatives. The group travels to each of the

elementary, middle, and high schools on Monday mornings during the school year to offer

undivided central office attention to the building administrator. Principals come to these

meetings prepared with a list of items for discussion, it is evident that the problems and obstacles

principals face on a daily basis are well beyond the scope of their position. However, it is also

very clear that the principals of Chippewa Valley Schools are wholeheartedly committed to

providing the best educational setting for their students. Knowing the role central office

administrators can play in assisting to create the most optimal learning environment for children,

will be a key focus area as my leadership capacity continues to expand.

I was invited to contribute as part of the interview team for the hiring of a Director of

Transportation for Chippewa Valley Schools. I am flattered to be a part of these significant

hiring opportunities. I know my opinion is valued and respected for important organizational

decisions of the district. The experience was now my second time being involved in the hiring of

a central office administrator. Utilizing my personal and professional growth from the
Educational Leadership program, I have developed heightened expectations of what I’ve come to

expect in myself and hope to see in other administrators. The position of Director of

Transportation is of the utmost importance with regards to the safety of children. Transporting

them to and from school, on a daily basis, it a terribly daunting and extremely important task.

During the interviews, I was drawn to the applicant that exuded a confidence for providing

transportation services in the district and exemplified leadership characteristics that are often

synonymous with success. In discussions with my mentor, he provided me with advice

regarding hiring an individual that you can visualize in a position beyond the role in which they

are applying. I hope to have more opportunities to apply the methodology, bestowed by my

mentor, and participate as a contributing member of future administrative hiring teams.

Reflecting on these experiences, I find the whole interviewing process to be an intriguing

exercise in human behavior and leadership observation.

Standard IV: Collaborating with community and responding to diversity.

I am now a participator in a special services team comprised of administrators from the

special services department, curriculum, and business. The district has been cited, for a second

time, in the area of disproportionate identification of a special education subgroup of students.

Previously, the district was cited for identifying a disproportionate number of African American

males with behavioral issues. The newest citing from the Michigan Department of Education

relates to a disproportionate number of multiracial students being identified as having a cognitive

impairment. The implications of the citing have a significant financial impact, as 15% of our

IDEA federal grant funds become immediately allocated to intervene against excessive
multiracial identification. As the district evolves and becomes more culturally diverse, initiatives

that encourage sensitivity and acceptance are necessary to promote a cohesive educational

environment for all students.

Standard V: Acting with integrity, fairness, and in an ethical manner.

The second year of my internship has also brought additional challenges in my

supervisory role. I find tremendous difficulties exist when dealing with coworkers having

varying personalities who struggle to see eye to eye. I also find the art of balancing and

managing relationship conflicts within the business department to be extremely demanding.

Interestingly, as my role of leadership continues to broaden, the amount of time I spend dealing

with “people” problems increases exponentially. I have come to realize how important it is to be

the person that can deescalate a situation and minimize the impact on the team as a whole. The

delicacy of supervising staff requires a consistent application of fairness, free of bias and

personal judgment. I still struggle with trying to please everyone while knowing that it is an

impossible task.

Standard VI: Understanding, responding to and influencing the larger political, social,

economic, legal, and cultural context.

I have been able to connect to the community in news ways within the framework of my

position as Director of Business Services. The experiences have allowed me to make

connections with stakeholders in a leadership capacity for the district. The athletic director of
Chippewa Valley High School held a meeting with his parent athletic support group and

requested I speak to the membership. The interaction with the group built a greater

understanding and respect for parent involvement within the district. I could see their desire to

do good things for the athletic programs of the district and heard their verbal appreciation for the

support of central office administration. Bridging the links between district staff, parents, and

community members only furthers the bond between all vested parties within the district.

The final stretch of my internship also involved an invitation to partake in the Career &

Technical Education Advisory Committee meeting for the marketing programs of the district. I

was granted the pleasure of serving as the business office representative within the esteemed

group. The committee serves as a governing body related to various decisions regarding the

direction of curricular initiatives and spending requests of the program. Others members of the

committee included business owners, teachers, parents and former students. Again, the

experience was one that emphasized the ability of all administrators to expand their reach. I was

able to involve myself in settings that grew external relationships and only further supported

district initiatives. The culture of the district is clearly defined as one that embraces involvement

and input to lead in a manner dictated by its loyal constituents.

My mentor has provided encouragement and support required to achieve the goals as

outlined in my Plan of Work. I have been able to improve professionally on a daily basis.

Initially, the focus on the leadership growth through the internship experience was a cognizant

effort. I noticed that my growing role in the district, during my year-two internship, became

more of an organic process that amplified my abilities as a leader. The internship experiences in
my year-two Plan of Work, have come with little effort in seeking out these opportunities for

growth. Instead of me having to seek out the fortuitous events that create a foundation for

leadership, my contributions are being sought. The transformation from being the “seeker” to

being the “sought after” is astoundingly attributable to the completion of my two-year internship.

It is obvious by the reactions of my colleagues, the M.Ed. in Educational Leadership at Oakland

University is held in the highest regard amongst the administrators of Chippewa Valley Schools.

The importance of Oakland University in furthering my career path is undoubtedly clear…the

future is bright.