During my internship, I had the opportunity to observe administrators who consistently prioritized building strong relationships with their communities. One of the clearest takeaways was the importance of being present—not just attending events, but being engaged. Whether it was commenting on a student’s performance at a concert or following up on a big play at a basketball game, these administrators used their presence to connect and build trust with students and families. Being visible and approachable at school events is one of the simplest, yet most powerful ways to foster positive relationships.
Community involvement extended far beyond school walls. One administrator actively serves in his local church, participates in a community business group, and regularly holds informal coffee shop meetups to stay connected with patrons. In Hampton, I observed the district’s monthly “Coffee and Conversation” held at the fire barn—an inviting event that keeps community members engaged and informed. These efforts show that great principals are not only school leaders but also visible and active members of the town.
All three schools I visited are located west of Lincoln, where communities have a different dynamic than those in urban areas like Omaha or Lincoln. In these settings, schools often serve as the heart of the town, and the principal plays a vital role in upholding that connection. Whether through regular communication with the school board or using tools like Thrillshare to highlight student success, these leaders are intentional about sharing their school’s story and building long-term trust. Their example reinforces my own philosophy: to make each day better by keeping student success and community engagement at the center of all decisions.
Board Meeting Observation
In Hampton, school board members are closely tied to the district—many are parents or alumni—which creates a responsive and supportive atmosphere. While the board president is technically in charge, in practice, the superintendent directs the flow of meetings, a common trait in rural schools. Observations show that proposals backed by data are usually well received. For example, a push to adopt a new math curriculum passed with minimal discussion or debate over cost, simply because the data showed a need. The board values the leadership of administrators and generally defers to their expertise, especially when student-centered improvements are presented clearly.
Stakeholder Communication & Community Partnerships
Effective principals in small communities build trust by being visible and involved at all levels—attending events, engaging in casual conversations, and inviting community feedback. In Hampton, parent surveys during conferences give families a voice in school decisions. That voice is reflected in the district’s priorities: supporting students first. This year, the community raised over $4,000 in just one month to help send the robotics team to Dallas. The high school also received an anonymously donated interactive "Body Alive" system for science instruction, further proving that the community stands behind initiatives that directly benefit kids. Additionally, there's growing momentum to replace outdated risers for the band and choir, again with strong community support.
Influencing Policy, Technology & Equity
Principals influence policy not just by leading in their schools, but by participating in professional organizations like the Nebraska Council of School Administrators (NCSA). This allows them to educate staff on legislative changes, encourage advocacy, and even testify on behalf of their schools. Technology also plays a key role in equity and safety, with anonymous reporting systems helping address bullying and other concerns swiftly. When schools listen to their communities—through data, dialogue, and direct involvement—they can stay responsive to real needs and make student success the driving force behind every decision.
Board Agenda of Attended Meetings
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Throughout my journey in education and during this course, I’ve learned that strong leadership starts with meaningful connections—both inside the school and out in the community. A principal must be more than a figurehead; they should be a visible, engaged presence who shows they care deeply about the place where their students live and grow. When the community sees that school leadership is invested in its people and priorities, trust builds naturally. That trust, paired with a commitment to putting students first, creates the foundation for real progress.
As a future principal, I believe in leading through shared decision-making, fiscal responsibility, and daily improvement. I want every stakeholder—teachers, students, parents, and community members—to feel ownership in our success. Whether it’s adopting a new curriculum or managing resources, decisions should reflect a student-centered vision and a respect for the community’s investment. My goal is simple: be fully present, lead with integrity, and ensure that school and community success go hand in hand.