Elementary School Internship

I enjoyed supporting and monitoring students on the bus ramp. I knew there were many unseen components to having dismissal run smoothly.  Everyone knew their jobs and did them well. There was a system in place, just in case someone was absent. The most impactful moments of working dismissal were when both administrators needed me to take over their positions.  At first, I monitored the entrance to the ramp.  Teachers tried to talk to me, but I needed to be hyper-aware of students and the vehicles behind me. At one point, someone was trying to leave when a daycare bus was pulling in. I had to assess the situation and the distance of the students to determine if it was safe for them to pass. On another occasion, I monitored the parent pick up. Again, my anxiety was high, monitoring moving vehicles, teachers in position, and staying focused as well as looking to see if students entered the correct vehicles. Knowing the routine allowed me to focus on student safety rather than the process.

I watched my assistant principal work on the sub schedule for the following week, coordinating coverage for seven to eight teachers while responding to last-minute changes. Even though I wasn’t the one organizing the schedule, I felt overwhelmed by the constant adjustments, which made me realize that managing multiple moving parts is a challenge for me. At the same time, I observed her approach—staying organized, focused, and adaptable while drawing on her knowledge of staff strengths —showing me that effective leadership involves remaining calm under pressure. Moving forward, I want to develop strategies to handle complex tasks, remain composed in fast-changing situations, and create systems that help me and my team work efficiently, providing valuable insights for future leadership experiences.

 I was able to sit in on interviews over several days.  At the beginning of every meeting, our administrator thanked them for taking time out of their schedule to come interview with us. Even though we were conducting the interview, it was a good reminder that the teacher was also interviewing us to determine if we were a good fit for them. I'm assuming that his casual tone and conversational style was to relax the teachers, allowing them to feel comfortable with themselves.  Adjustments with questions were made based on the success of the interview. Active listening was a big part of the process. Based on my administrators' responses, the teachers opened up more. I learned that my presence, word choice, and attitude set the tone. I must be as engaged with those I am interviewing as much as I want to see them engaged with me.

I watched the procedures and thought about how I could incorporate some of them into my MTSS meetings. It was clear that everyone knew their role, which helped the process run smoothly. Because of this, the principal didn’t have to “run” the meeting and could rely on the team to guide the discussion. This experience showed me that effective leadership involves establishing systems that enable team members to understand their responsibilities and work collaboratively.

Our administrators always begin meetings by recognizing teachers’ hard work and grounding discussions in what’s best for students and Hickory families. That structure of celebrations, concerns, and solutions creates a positive space for honest conversation.

 During a recent data talk, I watched that approach being tested. One teacher shifted from expressing frustration about her roster to directly criticizing the principal. My administrator responded calmly, validating her concerns without letting the meeting derail. When she refused to move toward solutions, he offered a private meeting and an informal observation to provide support. She took offense, but he remained composed, protected the meeting's purpose, and ensured everyone’s time was respected.

 The moment reminded me how strong leadership requires balancing empathy with firm boundaries. This teacher demonstrated high skill but low willingness to problem-solve, yet the administrator modeled patience, professionalism, and a focus on solutions. It reinforced that effective leadership means staying steady, respectful, and student-centered, even when others are not.

 During the Kindergarten performance, I watched how both administrators set the tone by greeting families, sharing expectations, and guiding parents with ease. I became the third face families saw, helping kindergartners transition to their teachers. Because I spend so much time in primary classrooms, many students recognized me and felt comfortable approaching me, which helped create a smooth and welcoming environment. I also stepped into a safety role by monitoring the stairwell without being asked. This small action allowed teachers to focus on getting students back to class rather than managing hallway behavior. It reminded me that leadership often shows up in those quiet, proactive moments. Another lesson I carried forward from past administrators is that leaders must be willing to do any job needed. When I found out the custodial team was short-staffed, I stayed to help clean the gym, which reinforced that leadership is about service and teamwork, not titles. (Though I don’t recommend mopping floors in heels.)

I enjoyed this process and learned a lot through hands-on experience. I regularly checked in with committee members to gather feedback on our procedures, which helped make meetings smoother. We refined wording, removed unnecessary agenda sections, and I even handled finding coverage based on members’ duties for the day. This experience showed me that shared decision-making strengthens a team and builds trust. Open communication and feedback were essential, especially as new parts of the role were introduced. Teachers depended on us to be efficient so we could support them in better serving students. In the end, I was reminded that growth only happens through reflection.