My internship experiences at both York High School and Cross County High School provided valuable insight into the daily responsibilities and unexpected demands placed on a building principal. Shadowing the principal directly in both schools allowed me to observe and participate in a wide range of activities—everything from discipline and student engagement to logistical planning and administrative oversight.
These experiences broadened my understanding of what it truly means to lead a school building, particularly in environments where the principal must juggle a wide array of duties with limited delegation options.
A consistent element throughout my internship was witnessing the importance of communication with both parents and students. I sat in on:
Discipline meetings involving attendance and behavioral issues, including bus rule violations
Parent conferences, where the principal worked to bridge gaps between home and school
Student lunches, during which the principal made meaningful, informal connections with students
These moments reinforced the importance of a principal’s visibility, relatability, and ability to build trust within the school community.
Instructional Leadership
As part of the leadership responsibilities, I observed:
A teacher observation, where the principal focused on both instructional practices and student engagement
Conversations surrounding textbook selection for the upcoming school year, showcasing the need for thoughtful curriculum planning and budgeting
This gave me a clear look into how instructional leadership goes beyond evaluation—it includes forward-thinking planning that affects the entire academic experience.
Safety, Supervision, and Flexibility
At York High School, I gained hands-on experience in the less predictable side of building leadership, including:
Interacting with the School Resource Officer (SRO) during sensitive situations
Observing a student search and multiple student suspension conferences
Witnessing the principal’s role in real-time problem-solving when the Athletic Director was absent, including handling scoreboard issues ahead of a basketball game
These experiences showed me that principals must be prepared to pivot quickly and confidently—whether dealing with safety protocols or last-minute event needs.
From both schools, one key takeaway became clear: flexibility is as critical as planning. A daily schedule can be well-organized, but in the life of a principal, unplanned interruptions are guaranteed. The most effective leaders:
Prioritize effectively on the fly
Handle urgent matters without losing sight of the big picture
Maintain professionalism and composure under pressure
Crucially, even when a situation may seem minor in the grand scheme of building operations, it may be the top concern for the person involved. Effective principals make others feel heard and valued, even in the middle of chaos.
Small vs. Large District Context
While York High School operates on a larger scale than Cross County, many of the core responsibilities remain constant: discipline, instruction, student engagement, and crisis management. In smaller districts like Cross County, however, all of these tasks often fall on one individual—the principal.
This makes it even more essential to:
Develop sustainable systems
Foster strong communication
Stay proactive while remaining adaptable.
Whether in a large or small school setting, a successful principal leads with structure, presence, and the ability to respond gracefully to the unpredictable.
Principal Job Description and Evaluation
At both York High School and Cross County High School, the principal is evaluated by the superintendent twice each year. The principal remains in contact with the superintendent on a daily basis. At Cross County, the superintendent is in the same building, and their offices are next to each other. At York, the superintendent is not in the same building, but holds weekly conferences with all of his administrators, including the middle school principal, the elementary principal, and the athletic director.
Organization of the Principal's Office and Staff
At both schools, the administrative team—including the principal, assistant principal (if applicable), and other leadership staff—coordinate regularly to ensure smooth daily operations. These meetings can range from informal check-ins to extended discussions about particular issues or events. Communication and collaboration are key to ensuring consistent implementation of school policies and student support. Administrative support staff also play an important role in organizing records and assisting with attendance reporting and other logistical duties.
Legally Updating Student Handbook
This process is similar at both schools. Staff readily admit they are not legal experts, and that it’s important to rely on legal professionals for handbook updates. Both York and Cross County use the same law firms to ensure that their student handbooks are updated in accordance with current state and national laws. It becomes the responsibility of the principal to communicate any changes to staff and to explain how new rules should be applied. Staff are reminded that following the handbook ensures legal protection and consistency, which can be crucial for job security and student equity.
Schedule (Teacher Equality Workload & Placement of Students)
Cross County relies on PowerSchool to manage scheduling and teacher workloads. The principal and guidance office begin by working together to gather student needs and preferences, and conversations with staff help guide decisions on course offerings and instructional assignments. York uses Infinite Campus for scheduling and staffing. Both schools initiate the scheduling process with input from the guidance counselor and school counselor. Adjustments are made with consideration of teacher strengths, student interests, and logistical needs to ensure fair workloads and a well-rounded academic experience for students.
Student Attendance
At both schools, attendance is categorized into absences, excused absences, and school-excused absences. Excused absences typically include prior notice and valid reasons such as a funeral, while school-excused absences are tied to official school activities. Anything outside of those two categories is considered unexcused. The law dictates that students may miss up to 20 days per year (or five per quarter). In accordance with board policy, parents are notified through letters at key intervals (e.g., 5, 8, 12, and 15 absences), and additional outreach may include phone calls, emails, or in-person meetings. Once a student reaches 20 absences, a report is made to the county attorney.
Student Discipline
In both schools, discipline decisions are guided by the student handbook to ensure fairness and legal protection. Consistency is maintained by referring to documented precedents in the student management system. For example, if a student received a specific consequence for a similar behavior in the past, that case may be used to determine the current response. Major infractions—such as weapons violations or threats—fall under state and federal laws and typically require extended suspensions or expulsions. Special care is taken when students on IEPs are involved, and the school’s special education director is consulted to ensure compliance with IDEA and other legal mandates.
Integration of Technology and Equity/Cultural Responsiveness Cross-Cutting Themes
Cross County uses PowerSchool and York uses Infinite Campus for their student management systems. These tools play a major role in tracking attendance, academic performance, and behavior. Real-time access to this data ensures timely intervention and support, particularly in addressing chronic attendance or discipline issues. By using these platforms effectively, schools can promote equity by ensuring every student’s situation is understood and managed with full context and sensitivity to individual needs.
Current Handbook
Student Schedule(s)
Discipline Form(s)
Sample Principal Evaluation Form(s)
Other artifacts which may be appropriate for this topic
During my time at York High School and Cross County, one thing became very clear: knowing the student handbook inside and out is absolutely essential. It’s not that you can’t work through a situation when policy wasn’t followed perfectly—but it gets a lot more complicated. When you’re confident in what the handbook says and you apply it fairly across the board, things are much more straightforward. But if you let something slide because you’re unsure whether it actually breaks a rule, you can end up in a tricky spot later. Students notice those inconsistencies, and it opens the door to questions about fairness.
Another important thing I’ve learned is that discipline doesn’t have to be handled immediately to be effective. In fact, taking a little time to gather information and think things through often leads to better outcomes. For example, putting a student in ISS for part of the day can give you space to talk to others involved, check the handbook, and make some phone calls. That breathing room helps ensure the consequence fits the situation—and protects both the student and the school. I’ve grown more comfortable knowing it’s okay to take a beat, get the facts, and then decide.
One of the biggest things I’ve come to believe is the importance of trying to improve just a little bit every day. As a school leader, I don’t want to just keep things running—I want to keep getting better at what I do and help others do the same. That means making time to be present in classrooms, to talk about instruction, and to support teachers in meaningful ways. Of course, that’s easier said than done when the day is packed with emails, meetings, and unexpected issues. So, I’ve made it a habit to take care of as many logistical tasks as I can outside of school hours. That way, I can protect time during the school day to focus on instructional leadership—because that’s where the real impact happens.
In the end, I’ve learned that running a smooth building and being an instructional leader aren’t competing priorities—they’re connected. When teachers know the systems work and feel supported, they can do their best teaching. And when students see consistency and fairness, they know what to expect. My goal is to keep growing in both areas and to keep showing up every day a little better than the day before.