The Intern ReportWednesday, February 12, 2020, 1103 AMT.docx

The Intern Report
Wednesday, February 12, 2020, 11:03 AM
The intern should have learned that its okay to ask clarifying
questions. When things are not understood, especially around a
task to be completed with an entire group of teachers its best to
understand all parts involved and to ask questions along the
way. Given the expertise of the mentor/principal on the subject
that should be the resource that is leaned on even if time
constraints get in the way. The other lesson that should be
learned is nothing should be assumed and that the assistant
principal may be in the same situation as the intern just in this
case with little to no understanding.
No one wants to feel as if they aren't capable nor do they want
to bug or pester someone about the same tasks repeatedly.
If I were the principal in this case I would be there to help from
start to finish. If I am the gate keeper or master of the skill or
tasks to be performed, and I wanted the professional
development to go off without a hitch I would surely be a part
of the process. I would make sure the teacher understood what
the expectations are and would give them resources to get the
task finished.
Being open and honest is the best way to make sure the
relationship can remain positive. Being confident in asking
questions and making sure you are prepared to perform what is
expected from the principal is the easiest way to make sure
things aren't strained.
Expectations and outcomes associated with any task should
always allow for questions. Communication is key to making
sure things get done when working with groups of people.

The Intern Report
questions.
When things
are not understood, especially around a task to
be completed with an entire group of
teachers its best to understand all parts involved and to ask
questions along the
way.
Given the expertise of the
mentor/principal on the subject that should be the
resource that is leaned on even if time constraints
get in the way.
The other lesson that
should be learned is nothing should be assumed and that the
assistant principal may be
in the same situation as the intern just in this case with little to
no understanding.
No one wants to feel as if they aren't c
apable nor do they want to bug or pester
someone about the same tasks repeatedly.

start to finish.
If I am the
gate keeper or master of the skill or tasks to be performed, and I
wanted
the
professional development to go off without a hitch I would
surely be a part of the
process.
I would make sure the teacher understood what the expectations
are and
would give them resources to get the task finished.
Being open and honest is the best
way to make sure the relationship can remain
positive.
Being confident in asking questions and making sure you are
prepared to
perform what is expected from the principal is the easiest way
to make sure things
aren't strained.
Expectations and outcomes
associated with any task should always allow for questions.
Communication is key to making sure things get done when
working with groups of
people.

The Intern Report
questions. When things
are not understood, especially around a task to be completed
with an entire group of
teachers its best to understand all parts involved and to ask
questions along the
way. Given the expertise of the mentor/principal on the subject
that should be the
resource that is leaned on even if time constraints get in the
way. The other lesson that
should be learned is nothing should be assumed and that the
assistant principal may be
in the same situation as the intern just in this case with little to
no understanding.
No one wants to feel as if they aren't capable nor do they want
to bug or pester
someone about the same tasks repeatedly.
start to finish. If I am the
gate keeper or master of the skill or tasks to be performed, and I
wanted the
professional development to go off without a hitch I would
surely be a part of the
process. I would make sure the teacher understood what the
expectations are and
would give them resources to get the task finished.
Being open and honest is the best way to make sure the
relationship can remain

positive. Being confident in asking questions and making sure
you are prepared to
perform what is expected from the principal is the easiest way
to make sure things
aren't strained.
Expectations and outcomes associated with any task should
always allow for questions.
Communication is key to making sure things get done when
working with groups of
people.
The Intern Report
In the required reading, the principal intern was confused about
the principal's expectations in planning a school event. The
intern was afraid to ask questions. It is imperative to clearly
communicate with your administration. If you are unclear you
should ask clarifying questions to gain a clear understanding of
what is expected of you. The disaster could have been avoided
with better communication. Communication skills are very
important when working with others, parents, teachers,
stakeholders, students, community partners, and school district
staff. As a principal intern, you should always take notes, ask
questions, and follow up daily with your mentoring principal as
well as other support staff to ensure the school is moving in a
positive direction. You also need to check in with your
principal as needed to make sure you are on the same page as it
relates to school events, discipline, policies, and procedures.
I strongly feel if the intern would have built a trustful
relationship with her principal she would have felt comfortable
communicating to her that she is not clear about the
expectations of planning the school’s event. Therefore, this
conversation would allow the intern to ask questions and seek
clarity from the principal about the event.

Honesty, trust, reliable, ethical, motivated, goal-driven, critical
thinker, problem solver, compassionate, loving, caring,
understanding, patients, and kind-hearted are just a few
character traits a principal intern should have in order to
become a successful principal.
The Intern Report
the
principal's
expectations in planning a school event.
The intern was afraid to ask questions.
It is
imperative to clearly communicate with your administration.
If you are unclear you
what
is expected of you.
The disaster could have been avoided with better
communication.
Communication

skills are very important when working with others, parents,
teachers, stakeholders,
students, community partners, and school district staff.
As a principal
intern, you should
always take notes, ask questions, and follow up daily with your
mentoring principal as
positive direction.
You
also need to check in with your principal as needed to make
sure you are on the same
page as it relates to school events, discipline, policies, and
procedures.
relationship with her principal she
would have felt comfortable communicating to her that she is
not clear about the
expectations of planning the school’s event.
Therefore, this conversation would allow
the intern to ask questions and seek clarity from the principal
about the event.
Honesty, trust, reliable, ethical, motivated, goal
-
driven, critical

thinker, problem solver,
compassionate, loving, caring, understanding, patients, and kind
-
hearted are just a few
The Intern Report
the principal's
expectations in planning a school event. The intern was afraid
to ask questions. It is
imperative to clearly communicate with your administration. If
you are unclear you
what is expected of you.
The disaster could have been avoided with better
communication. Communication
skills are very important when working with others, parents,
teachers, stakeholders,
students, community partners, and school district staff. As a
principal intern, you should
always take notes, ask questions, and follow up daily with your
mentoring principal as
positive direction. You
also need to check in with your principal as needed to make
sure you are on the same
page as it relates to school events, discipline, policies, and
procedures.
relationship with her principal she

would have felt comfortable communicating to her that she is
not clear about the
expectations of planning the school’s event. Therefore, this
conversation would allow
the intern to ask questions and seek clarity from the principal
about the event.
Honesty, trust, reliable, ethical, motivated, goal-driven, critical
thinker, problem solver,
compassionate, loving, caring, understanding, patients, and
kind-hearted are just a few
The Intern Report
The intern learned that she needs to ask questions when there is
confusion about a task. By not asking, she wasted her time,
disappointed her principal, and caused more stress in the office.
She thought that concealing her confusion would end in
achieving greater respect from the Principal and Assistant
Principal. The opposite was the real effect. What she found out
was that a good leader makes sure she has all of her facts
straight before beginning a project. Sometimes, asking
questions is the only way to do that.
I have learned that when I give an assignment, I need to give
very specific directions and make my expectations clear. This
principal neglected to that. Even though he/she obviously had a
vision for the project, it was not communicated when the
assignment was given. What I would do differently is make
sure that my intern understood what I wanted, even providing an
example or some resources to use as a reference. In addition, I
find myself wondering why this intern did not feel free to ask
her questions and why there is already stress in those
administrative relationships. An effective principal must

establish an environment in which he/she works as a team with
all staff members. I am not sensing that to be the case here.
The way to prevent the strained relationships is to give voice
to the questions. The intern may have caused some resentment
in the Assistant Principal by acting like she knew what was
expected, when she didn’t. The AP may have felt out of the
loop. The Principal is now upset because the task was not
completed the way she wanted it and two weeks have been
wasted. The intern has put more stress on herself because now
she has to start over. Since the first submission was a bust, she
will now feel even more pressure to “get it right.” This is not a
healthy situation for anyone involved. There seems to be an
incredible lack of effective communication between these
players. This is not effective leadership from any of them.
The Intern Report
The intern learned
that she needs to ask questions when there is confusion about a
task. By not asking, she wasted her time, disappointed her
principal, and caused more
stress in the office. She thought that concealing her confusion
would end in achieving
greater respect fr
om the Principal and Assistant Principal. The opposite was the
real
effect. What she found out was that a good leader makes sure
she has all of her facts
straight before beginning a project.

Sometimes, asking questions is the only way to do
that.
I h
ave learned that when I give an assignment, I need to give very
specific directions
and make my expectations clear.
This principal neglected to that. Even though he/she
obviously had a vision for the project, it was not communicated
when the assignment
wa
s given.
What I would do differently is make sure that my intern
understood what I
wanted, even providing an example or some resources to use as
a reference. In
addition, I find myself wondering why this intern did not feel
free to ask her questions
and w
hy there is already stress in those administrative relationships.
An effective
principal must establish an environment in which he/she works
as a team with all staff
members.
I am not sensing that to be the case here.

The way to prevent the strained
relationships is to give voice to the questions.
The
intern may have caused some resentment in the Assistant
Principal by acting like she
knew what was expected, when she didn’t. The AP may have
felt out of the loop. The
Principal is now upset because th
e task was not completed the way she wanted it and
two weeks have been wasted.
The intern has put more stress on herself because now
she has to start over.
Since the first submission was a bust, she will now feel even
more pressure to “get it right.”
Th
is is not a healthy situation for anyone involved. There
seems to be an incredible lack of effective communication
between these players.
This
is not effective leadership from any of them.

The Intern Report
The intern learned that she needs to ask questions when there is
confusion about a
task. By not asking, she wasted her time, disappointed her
principal, and caused more
stress in the office. She thought that concealing her confusion
would end in achieving
greater respect from the Principal and Assistant Principal. The
opposite was the real
effect. What she found out was that a good leader makes sure
she has all of her facts
straight before beginning a project. Sometimes, asking
questions is the only way to do
that.
I have learned that when I give an assignment, I need to give
very specific directions
and make my expectations clear. This principal neglected to
that. Even though he/she
obviously had a vision for the project, it was not communicated
when the assignment
was given. What I would do differently is make sure that my
intern understood what I
wanted, even providing an example or some resources to use as
a reference. In
addition, I find myself wondering why this intern did not feel
free to ask her questions
and why there is already stress in those administrative
relationships. An effective
principal must establish an environment in which he/she works
as a team with all staff
members. I am not sensing that to be the case here.
The way to prevent the strained relationships is to give voice
to the questions. The
intern may have caused some resentment in the Assistant

Principal by acting like she
knew what was expected, when she didn’t. The AP may have
felt out of the loop. The
Principal is now upset because the task was not completed the
way she wanted it and
two weeks have been wasted. The intern has put more stress on
herself because now
she has to start over. Since the first submission was a bust, she
will now feel even
more pressure to “get it right.” This is not a healthy situation
for anyone involved. There
seems to be an incredible lack of effective communication
between these players. This
is not effective leadership from any of them.
The Intern Report
Tuesday, February 11, 2020, 2:42 PM
After reading this weeks chapter, it confirmed my belief that it's
always important to remain honest and trustworthy even you are
confused about a situation. The intern learned quickly the
importance of having these qualities. Throughout her internship
she realized that it wasn't a good idea as a leader to withhold
her confusion because she knew that it will affect the outcome
and also affect others in the process. You never want to be label
as untrustworthy or concealing information since other are
depending on you.
As an aspiring principal, I would have handle the situation a
little differently because I would have made sure I gave clear
explicit instructions and a realistic time frame in order for
completion. I would also want to be transparent because this
will create a trusting relationships between myself and my
employees. I would also create an open door policy so that they
feel comfortable with confining in me as well as me creating
opportunity. I've learned throughout my internship that it's best

to create a family orientated culture.
Throughout this journey also learned that it's very hard to
balance being a teacher and an intern not because of balance but
because administration naturally sees me as a teacher first. So I
fond my self always having to insert myself into opportunities
or leadership roles which was extremely hard at times.
The Intern Report
After reading this weeks
chapter, it confirmed my belief that it's always important to
remain honest and trustworthy even you are confused about a
situation. The intern
learned quickly the importance of having these qualities.
Throughout her internship she
realized that it wasn't
a good idea as a leader to withhold her confusion because she
knew that it will affect the outcome and also affect others in the
process. You never
want to be label as untrustworthy or concealing information
since other are depending
on you.
As an aspiri
ng principal, I would have handle the situation a little
differently because I
would have made sure I gave clear explicit instructions and a

realistic time frame in
order for completion. I would also want to be transparent
because this will create a
trusti
ng relationships between myself and my employees. I would
also create an open
door policy so that they feel comfortable with confining in me
as well as me creating
to create a family
orienta
ted culture.
Throughout this journey
also learned that it's very hard to balance being a teacher and
an intern not because of balance but because administration
naturally sees me as a
teacher first. So I fond my self always having to insert myself
into
opportunities or
leadership roles which was extremely hard at times.
The Intern Report
After reading this weeks chapter, it confirmed my belief that it's
always important to
remain honest and trustworthy even you are confused about a

situation. The intern
learned quickly the importance of having these qualities.
Throughout her internship she
realized that it wasn't a good idea as a leader to withhold her
confusion because she
knew that it will affect the outcome and also affect others in the
process. You never
want to be label as untrustworthy or concealing information
since other are depending
on you.
As an aspiring principal, I would have handle the situation a
little differently because I
would have made sure I gave clear explicit instructions and a
realistic time frame in
order for completion. I would also want to be transparent
because this will create a
trusting relationships between myself and my employees. I
would also create an open
door policy so that they feel comfortable with confining in me
as well as me creating
to create a family
orientated culture.
Throughout this journey also learned that it's very hard to
balance being a teacher and
an intern not because of balance but because administration
naturally sees me as a
teacher first. So I fond my self always having to insert myself
into opportunities or
leadership roles which was extremely hard at times.
The Intern Report
Monday, February 10, 2020, 6:51 PM

This event taught the intern to be more forthcoming in
expressing her confusion or lack of understanding of the
particular task. We have all been given a task at some point in
our career that we did not understand and some may have turned
out much like the intern in this scenario. However, it is
important that as a leader you ask those clarifying questions if
you do not understand. This intern felt as though she much
conceal her confusion to prevent looking incapable or stupid for
not understanding what the principal was asking.
If I was the principal in this scenario, the first thing I would
have done is make sure to allow enough time for the task to be
completed or develop, with the teacher, a timeline that fits the
aggressive deadline I set. I would also follow up with the
teacher throughout the process to make sure they understood
and were producing the intended product rather than waiting
until the end and being unhappy with the work they have done.
The principal did not seem incredibly supportive in this
situation, which is arguably one of the most important roles a
mentor should play. The biggest ways to prevent the strained
relationship seen here are by following up with the intern
throughout the process and creating a space where the intern
can ask questions to better understand the task. In situations
where growth is expected, it is incredibly important to foster an
environment where those learning feel comfortable asking for
help or clarification. Those questions could, in some cases,
make or break an experience for an intern. It is very much like a
classroom in the sense that if a student does not feel
comfortable asking a question, they can never be expected to
learn. Learning comes with questioning, clarification, and
sometimes through trial and error.
The Intern Report

expressing her confusion or lack
of understanding of the particular task. We have all been given
a task at some point in
out much like the
intern in this scenario. However, it is important that as a leader
you ask those clarifying
questions if you do not understand. This intern felt as though
she much conceal her
confusion to prevent looking incapable or stupid for not
understanding what the principal
was asking.
have done is make sure to
allow enough time for the task to be completed or develop, wi
th the teacher, a timeline
that fits the aggressive deadline I set. I would also follow up
with the teacher throughout
the process to make sure they understood and were producing
the intended product
rather than waiting until the end and being unhappy with
the work they have done. The
principal did not seem incredibly supportive in this situation,
which is arguably one of the
most important roles a mentor should play. The biggest ways to
prevent the strained
relationship seen here are by following up with t
he intern throughout the process and
creating a space where the intern can ask questions to better

understand the task.
In
situations where growth is expected, it is incredibly important
to foster an environment
where those learning feel comfortable askin
g for help or clarification. Those questions
could, in some cases, make or break an experience for an intern.
It is very much like a
comfortable asking a question,
they can never be expected to learn.
Learning comes with questioning, clarification, and
The Intern Report
expressing her confusion or lack
of understanding of the particular task. We have all been given
a task at some point in
out much like the
intern in this scenario. However, it is important that as a leader
you ask those clarifying
questions if you do not understand. This intern felt as though
she much conceal her
confusion to prevent looking incapable or stupid for not
understanding what the principal
was asking.
have done is make sure to
allow enough time for the task to be completed or develop, with

the teacher, a timeline
that fits the aggressive deadline I set. I would also follow up
with the teacher throughout
the process to make sure they understood and were producing
the intended product
rather than waiting until the end and being unhappy with the
work they have done. The
principal did not seem incredibly supportive in this situation,
which is arguably one of the
most important roles a mentor should play. The biggest ways to
prevent the strained
relationship seen here are by following up with the intern
throughout the process and
creating a space where the intern can ask questions to better
understand the task. In
situations where growth is expected, it is incredibly important
to foster an environment
where those learning feel comfortable asking for help or
clarification. Those questions
could, in some cases, make or break an experience for an intern.
It is very much like a
comfortable asking a question,
they can never be expected to learn. Learning comes with
questioning, clarification, and
The Intern Report
I believe the intern in this scenario learned the importance of
speaking up when confusion arises, communicating open and
honestly, and understanding that asking questions is not a
weakness. A lot can be gained from working through confusion
and seeking clarity. Afterward, the intern realized that

concealing her confusion and not taking time to gain
clarification from the principal or the assistant principal was
poor leadership as it prevented her from getting the planning
done properly and demonstrated poor decision making on her
part. Additionally, she unintentionally misled the assistant
principal who was operating under the understanding that she
had a clear picture of the task at hand. As a result, time was
wasted and plans for the orientation/development day were still
not completed to the expectation of the principal. Additionally,
because of the intern’s poor decision making, the mentor may
feel uncertain about giving the intern future tasks, not knowing
whether or not she will seek help or clarification as needed.
In thinking about this scenario from the perspective of a
principal giving this responsibility to a novice teacher, it would
be important for me to share my vision for the event with the
teacher and to open the conversation up to questions after my
explanation. I would share any critical elements that I wanted
included in the orientation/development session and even
mention examples of what I did not want included in this
session. I would remind the teacher that she can always come to
me during the planning process if she has any questions. I
would check in with the teacher after the first week to see how
the planning was going, give her the chance to ask questions,
and make sure that the initial plans were aligned with my
expectation before we got to the end of the two weeks.
Expressing an openness to hearing questions or discussing ideas
should help the teacher feel comfortable coming to me with
questions or concerns. It is important to give this time and
space for questions, as this will support the teacher in taking on
the leadership responsibility of planning this event and will
help ensure that the planning meets my expectations and vision
for the event. When questions and clarifications are not
welcomed, it can lead to misunderstanding, wasted efforts, and
frustration, as in the initial scenario.

The Intern Report
speaking up when
confusion arises, communicating open and honestly, and
understanding that asking
questions is not a weakness. A lot can be gained from wor
king through confusion and
seeking clarity. Afterward, the intern realized that concealing
her confusion and not
taking time to gain clarification from the principal or the
assistant principal was poor
leadership as it prevented her from getting the planni
ng done properly and
demonstrated poor decision making on her part. Additionally,
she unintentionally misled
the assistant principal who was operating under the
understanding that she had a clear
picture of the task at hand. As a result, time was wasted an
d plans for the
orientation/development day were still not completed to the
expectation of the principal.
Additionally, because of the intern’s poor decision making, the
mentor may feel
uncertain about giving the intern future tasks, not knowing
whether or
not she will seek
help or clarification as needed.

principal giving this
responsibility to a novice teacher, it would be important for me
to share my vision for the
event with the teacher and to o
pen the conversation up to questions after my
included in the
orientation/development session and even mention examples of
what I did not want
included in this session. I would remind the teach
er that she can always come to me
during the planning process if she has any questions. I would
check in with the teacher
after the first week to see how the planning was going, give her
the chance to ask
questions, and make sure that the initial plans wer
e aligned with my expectation before
we got to the end of the two weeks.
should help the
teacher feel comfortable coming to me with questions or
concerns. It is important to give
this time and
space for questions, as this will support the teacher in taking on
the
leadership responsibility of planning this event and will help
ensure that the planning
meets my expectations and vision for the event. When questions
and clarifications are
not welcom
ed, it can lead to misunderstanding, wasted efforts, and
frustration, as in the
initial scenario.

The Intern Report
speaking up when
confusion arises, communicating open and honestly, and
understanding that asking
questions is not a weakness. A lot can be gained from working
through confusion and
seeking clarity. Afterward, the intern realized that concealing
her confusion and not
taking time to gain clarification from the principal or the
assistant principal was poor
leadership as it prevented her from getting the planning done
properly and
demonstrated poor decision making on her part. Additionally,
she unintentionally misled
the assistant principal who was operating under the
understanding that she had a clear
picture of the task at hand. As a result, time was wasted and
plans for the
orientation/development day were still not completed to the
expectation of the principal.
Additionally, because of the intern’s poor decision making, the
mentor may feel
uncertain about giving the intern future tasks, not knowing
whether or not she will seek
help or clarification as needed.
principal giving this
responsibility to a novice teacher, it would be important for me
to share my vision for the
event with the teacher and to open the conversation up to
questions after my

included in the
orientation/development session and even mention examples of
what I did not want
included in this session. I would remind the teacher that she can
always come to me
during the planning process if she has any questions. I would
check in with the teacher
after the first week to see how the planning was going, give her
the chance to ask
questions, and make sure that the initial plans were aligned with
my expectation before
we got to the end of the two weeks.
should help the
teacher feel comfortable coming to me with questions or
concerns. It is important to give
this time and space for questions, as this will support the
teacher in taking on the
leadership responsibility of planning this event and will help
ensure that the planning
meets my expectations and vision for the event. When questions
and clarifications are
not welcomed, it can lead to misunderstanding, wasted efforts,
and frustration, as in the
initial scenario.
The Intern Report
Monday, February 10, 2020, 8:48 AM
The commonality I found between the mentor and intern is the
lack of communication throughout the planning of the
development session. Both sides are at fault in that the intern
did not ask for help from the mentor, but also the mentor is at
fault for giving unclear and unrealistic directions. The door of
communication was shut the minute the task was assigned.

Intern Response:
The intern learned from this event that she needs to ask for help
if needed. Whether the help comes from the mentor or other
teachers in the school (delegation.) The intern probably felt she
needed to prove herself that she can achieve the task on her own
without much help. However, she realized she could not and
was afraid to ask her mentor. She waited too long in asking and
felt her confidence go down as she realized her confusion on the
task.
Principals Response:
If I were providing a whole-staff orientation/development
session to a novice teacher, I would be very specific with what I
want. I would meet with the novice teacher first. At this
meeting I would explain exactly what I wished to achieve (end
goal) and provide the novice teachers with some examples of
what I want. This could be done with a video, a PowerPoint, or
another form of presentation. To prevent a strained relationship,
I would schedule weekly or biweekly “checkpoints” to meet
with the novice teacher to determine where they stand along the
process. Lastly, I would tell the teacher to reach out to me if
they needed any help and that questions may arise. This way I
open the door for the novice teacher to give a voice of question.
If this door is shut, then the teacher will be afraid to ask, which
could lead to the incorrect end product. Lastly, I would not
assign this task for someone to complete in two weeks, I would
provide the teacher with adequate time in completing the task.

The Intern Report
lack of communication
throughout the planning of the development session. Both sides
are at fault in that the
intern did not ask for help from the mentor, but also the mentor
is at fault for givi
ng
unclear and unrealistic directions. The door of communication
was shut the minute the
task was assigned.
Intern Response:
if needed. Whether the
help comes from the mentor or other teache
rs in the school (delegation.) The intern

probably felt she needed to prove herself that she can achieve
the task on her own
was afraid to ask her
mentor. She waited too long in asking and felt her
confidence go down as she realized
her confusion on the task.
If I were providing a whole
-
staff orientation/development session to a novice teacher, I
would be very specific with what I want. I would meet with the
novice teacher firs
t. At
this meeting I would explain exactly what I wished to achieve
(end goal) and provide the
novice teachers with some examples of what I want. This could
be done with a video, a
PowerPoint, or another form of presentation. To prevent a
strained relation
ship, I would
schedule weekly or biweekly “checkpoints” to meet with the
novice teacher to determine
where they stand along the process. Lastly, I would tell the
teacher to reach out to me if
op
en the door for the
novice teacher to give a voice of question. If this door is shut,
then the teacher will be
afraid to ask, which could lead to the incorrect end product.
Lastly, I would not assign

this task for someone to complete in two weeks, I would
provide the teacher with
adequate time in completing the task.
The Intern Report
lack of communication
throughout the planning of the development session. Both sides
are at fault in that the
intern did not ask for help from the mentor, but also the mentor
is at fault for giving
unclear and unrealistic directions. The door of communication
was shut the minute the
task was assigned.
Intern Response:
if needed. Whether the
help comes from the mentor or other teachers in the school
(delegation.) The intern
probably felt she needed to prove herself that she can achieve
the task on her own
was afraid to ask her
mentor. She waited too long in asking and felt her confidence
go down as she realized
her confusion on the task.

If I were providing a whole-staff orientation/development
session to a novice teacher, I
would be very specific with what I want. I would meet with the
novice teacher first. At
this meeting I would explain exactly what I wished to achieve
(end goal) and provide the
novice teachers with some examples of what I want. This could
be done with a video, a
PowerPoint, or another form of presentation. To prevent a
strained relationship, I would
schedule weekly or biweekly “checkpoints” to meet with the
novice teacher to determine
where they stand along the process. Lastly, I would tell the
teacher to reach out to me if
open the door for the
novice teacher to give a voice of question. If this door is shut,
then the teacher will be
afraid to ask, which could lead to the incorrect end product.
Lastly, I would not assign
this task for someone to complete in two weeks, I would provide
the teacher with
adequate time in completing the task.
The Intern Report
Sunday, February 9, 2020, 6:08 PM

In reading through this event/case study, it was clear that the
intern learned a lesson in being honest and forthcoming when
something is not clear to you. She felt that concealing her
confusion was not good leadership because it ultimately
affected the outcome and quality of her work and caused the
supervisor to no longer trust her to take on similar tasks in the
future.
If I were in the place of the principal, I would first have given
sufficient instructions and, more importantly, sufficient time,
for the intern to complete the task. I would hope that I had also
created a system of trust in which the intern would have felt
comfortable speaking with me about their apprehension or lack
of understanding of the assignment. I think this can be
accomplished by being a guide throughout the process rather
than an evaluator. Throughout this process, I have been blessed
to have leaders who have had open door policies and have
created opportunities for me to learn and grow. I think that all
of the leaders I have had have created a school culture that
resembles a family which makes you feel more welcome to
speak your mind and be honest.
As an intern, it can be really hard to speak up because you are
working so hard to prove yourself as a leader. This can be
amplified if you are in a situation where there is a possibility
for you to move up into a leadership role depending on the
results of your internship. That being said, we are only shooting
ourselves in the foot if we don’t express concerns or questions
when we need additional clarification or time. Any good leader
would appreciate your dedication to getting the clarifications in
order to increase productivity and the quality of the product in
the end, more so that appreciate that you seemingly have no
questions to begin with. No dynamic leader would expect
perfection out of a new or learning leader, so asking questions
shows that you are willing to work hard to get it right the first
time.

The Intern Report
intern learned a lesson in
being honest and forthcoming when something is not clear to
you. She felt that
concealing her confusion was not good leadership because it
ultimately affected the
outcome and quality of her work and caused the supervisor to
no longer trust her to take
on similar tasks in the future.
If I were in the place of the
principal, I would first have given sufficient instructions and,
more importantly, sufficient time, for the intern to complete the
task. I would hope that I
had also created a system of trust in which the intern would
have felt comfortable
speaking with m
e about their apprehension or lack of understanding of the
assignment.
I think this can be accomplished by being a guide throughout
the process rather than an
evaluator. Throughout this process, I have been blessed to have
leaders who have had
open door po
licies and have created opportunities for me to learn and grow. I
think that

all of the leaders I have had have created a school culture that
resembles a family
which makes you feel more welcome to speak your mind and be
honest.
As an intern, it can be re
ally hard to speak up because you are working so hard to prove
yourself as a leader. This can be amplified if you are in a
situation where there is a
possibility for you to move up into a leadership role depending
on the results of your
internship. That be
ing said, we are only shooting ourselves in the foot if we don’t
express concerns or questions when we need additional
clarification or time. Any good
leader would appreciate your dedication to getting the
clarifications in order to increase
productivity a
nd the quality of the product in the end, more so that appreciate
that you
seemingly have no questions to begin with. No dynamic leader
would expect perfection
out of a new or learning leader, so asking questions shows that
you are willing to work
hard to
get it right the first time.
The Intern Report
intern learned a lesson in
being honest and forthcoming when something is not clear to

you. She felt that
concealing her confusion was not good leadership because it
ultimately affected the
outcome and quality of her work and caused the supervisor to
no longer trust her to take
on similar tasks in the future.
If I were in the place of the principal, I would first have given
sufficient instructions and,
more importantly, sufficient time, for the intern to complete the
task. I would hope that I
had also created a system of trust in which the intern would
have felt comfortable
speaking with me about their apprehension or lack of
understanding of the assignment.
I think this can be accomplished by being a guide throughout
the process rather than an
evaluator. Throughout this process, I have been blessed to have
leaders who have had
open door policies and have created opportunities for me to
learn and grow. I think that
all of the leaders I have had have created a school culture that
resembles a family
which makes you feel more welcome to speak your mind and be
honest.
As an intern, it can be really hard to speak up because you are
working so hard to prove
yourself as a leader. This can be amplified if you are in a
situation where there is a
possibility for you to move up into a leadership role depending
on the results of your
internship. That being said, we are only shooting ourselves in
the foot if we don’t
express concerns or questions when we need additional
clarification or time. Any good
leader would appreciate your dedication to getting the
clarifications in order to increase

productivity and the quality of the product in the end, more so
that appreciate that you
seemingly have no questions to begin with. No dynamic leader
would expect perfection
out of a new or learning leader, so asking questions shows that
you are willing to work
hard to get it right the first time.

The Intern ReportWednesday, February 12, 2020, 1103 AMT.docx

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