Internship At School Leadership : Questions For Consideration During The 3 Way Phone Conference With You, Your Mentor Essay

School teams need to explicitly clarify the role of the classroom teacher as the instructional leader in the classroom including their roles and responsibilities as the teacher for their students with disabilities.

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

My contribution to NYC public schools children in education has been extensive. I first began working in NYC public schools as a speech pathologist in 1980. I would examine expressive and receptive language skills of children and through task analyses develop strategies of language acquisition. In short, I was able to gets students to improve their reading and writing skills in order to master grade level competencies. In my educational journey, I was recruited by Principal Louis Rapport to become an Assistant Principal. Principal Rapport ran an after-school program for teachers who wanted to become school leaders. I worked in coordinating summer programs at George Westinghouse Vocational High School in 1986. I worked hand in hand with the principal to build community partners for our school which offered twelve or more trade programs and internships for students ranging form optical to jewelry making. In 1989, I was selected to serve as Assistant Principal of Special Education at Automotive High School, with Principal Steve Gilbert, who has since passed away. Principal Gilbert much like Principal Rapport was my mentors in leadership within the educational arena. With the support of Principal Gilbert, I was able to go to a Harvard Graduate School of Education and participate in a Summer Seminar in 1995. This was the season of “Inclusion in Schools”. Principal Gilbert recommended me for a program, Assistant Principal to Principal Program

Being a leader has always been extremely important to me. The past few years I have held many leadership positions to deepen my skills as a leader. Some of my most notable leadership positions of high school were that I was the secretary of my class, the secretary of my school’s National Honor Society, a member of the Youth Council for the Teen Leadership Corps, and a Student Ambassador for my high school. I have recently been chosen as a Peer Leader for the College of Business Administration (CBA), meaning that I will be available to help incoming freshman with whatever they may need as they make the transition to college. I was also chosen by the dean to give a speech at one of the largest high school visits for the CBA in order to inspire students to choose to come to Bowling Green. This was a very important experience for me because I had many high school seniors come up to me after the speech and ask me questions and reached out for advice from me. It is important to me that people value my advice because I believe that giving good advice is an imperative part of being a leader.

By implementing this idea in Area Two schools to support special education students, we will create a more data driven approach to increasing student achievement. By following this idea the team will also do a better job of implementing professional development and mentorships that greatly increase teacher effectiveness. The idea will also increase understanding of the diversity of the schools and promote community involvement by establishing more open communication with the parents and the community to support their students’ needs. The leadership teams will work together to set goals and objectives to support achievement in all grade levels. They will develop a framework for good communication between teachers and leaders so there is

I had the pleasure of interviewing Mrs. Elisabeth Brantley who is the Special Education Lead Teacher at Yorktown Elementary School, Yorktown, VA. She has 23 years teaching experience in the field of Special Education. Mrs. Brantley is sincere and I would describe her as a winning, warrior/advocate when it comes to meeting the needs of the students she serves. It is obvious that she implements many of the strategies used in our text. When teaching, it is important to have a strong educational team when searching for methods to ensure student success. Mrs. Brantley knows her students well, and as stated by Ackerman (2011), "a teacher who gets to know his or her students will recognize where assistance can be found and will be creative in utilizing the help of others. Though challenging, positive, intentional, effective, and explicit instruction is modeled regularly so student achievement is the result.

Kyla received the National Leadership Award for research having a national impact from the Minnesota Association for Supervision and Curriculum Development in 2000. She holds a Master’s degree from the University of St. Thomas in special education-learning disabilities and a Ph.D. from the University of Minnesota in educational policy and administration. Wahlstrom’s article has strengths all the way through, she touches on a lot of key topics like student athletes, students health, and so much more. There were few to if no weaknesses in this article. This piece of writing is accessible for everyone, but if someone had to say it was to a specific audience it would be superintendents and principals. It would be intended towards this kind of audience because they are the ones who control the start times of schools, and if they see that kids will do better in school and it would be better for their health they would be the ones who could change

Sub Goal: Identify strengths and those in need of improvement of the CSI department and entrance criteria as it relates to the learning program at Colonial Road School for 4th & 5th graders.

My interest in pursuing a position as a school administrator for an elementary school system is to provide leadership for staff members and quality education for all students, and to become part of the world of education. The Benjamin Franklin School located in the Dallas School District serves as a growing population of approximately 1,070 students. The school offers a well-defined educational system for the students, and it has an overall student-to-teacher ratio of 17:1. In addition to the statewide curriculum standards, the school offers special education programs and classes for the gifted and talented. As a result of the school district rankings in the student’s performance, Benjamin Franklin School has become the worst in the

Starratt’s work resonates with any educational change initiative, but this book has added dimension and depth to my work. Every day I attempt to orchestrate organizational change in dysfunctional special education departments that serve special needs individuals. First, Starratt (2004) makes it clear that an overarching goal of an effective and ethical educational leader is not only to identify the critical areas of concern, but to initiate the change needed to uphold and enhance the “common good.” In my current career, that applies to special education systems requiring reform where unwilling administrators do not reorganize priorities for that to happen. While the definition of the phrase, “the common good” may be unclear, when it comes to initiating change in special education practices, the indisputable outcome should be the ownership of all special needs students by every staff member.

We thought today we would go to the same class, and do the same things, but we did not. We actually started the class by interviewing Cullen Chaffin, our librarian, Mrs. Tammy Chaffin's son. Cullen is an actor and a college student that is about to graduate in December. When we first walked in the room he introduced himself and we all said "Hi!". It was kind of different to see myself on the laptop and on the board but it was a good experience. Cullen seemed kind of tense and nervous, but it went very well. Shortly we all got settled in our seats and began. We asked questions such as where do you want to be in ten years, who is your role model, and how his choices leading up to where he is now has made him grow up and come of age.

Through this program, I have undergone the task of performing an internship. Upon selecting my internship site, I wanted to ensure that it was held at a location that would provide me with leadership experience as well has assist with developing both personal and professional skills in the area of Student Affairs. I have always worked in the area of College Life/Student Life and I have been looking for an opportunity to expand my career beyond Student Programming and Clubs and Organizations.

The school I pick to research and complete a data analysis on is Madison Elementary School in Quincy, IL. I choose this school because I am from Quincy, IL and plan on going back after graduation to teach in this public-school district. Quincy, IL has five K to 3 schools and I want to research how the students are educationally for the future distract I want to teach in. Madison school is made of 354 students and 46% of those students are on free and reduce lunch program. The school has the average class size of 22 and are in session for 176 days. The school has PE only three out of five days. A surprise element of Madison is that 13% of the students have IEPs and no students are English Learners.

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I