Tiffani White

Internship Reflections
Internship in the Principalship, EDAD 6291
Houston Baptist University

1. Planned a College and Career Day Event

I chose to plan a College and Career Day event for our school in order to support
our HISD Global Graduate initiative. I worked in partnership with our school counselor
as she planned Collee Readiness parent summit.
I enlisted a planning team of 5 teachers who all have had some leadership
experience or those who were looking to take on a leadership opportunity. Together we
organized and carried out major task. Some of our task included inviting guest speakers
with a formal invitation, creating a master schedule, and organizing a welcome session
that included Mattress Mack as our guest speaker.
Planning this event has been one of the most challenging task I have done since
starting my internship. Working with various coworkers, whom all have great, but very
different opinions, can lead to chaos if not handled appropriately. Through this
experience, I have learned the best way to work with groups of people is to facilitate,
rather than direct. By doing so, everyone feels that they are a part of team where all
opinions, suggestions, and concerns are valued. I know that this event will be successful
because I have a supportive team that has a genuine in providing student with a
opportunity to see professions that they may not have otherwise seen.
2. Reviewed Budget and Assisted in Developing Fiscal Budget
Principal Mary Hallinan, informed me that she was responsible for developing and
monitoring the school budget, within specified requirements. Prior to the 2015-2016 school year,
she would request a particular amount of money be given to the school. But due to the
continuous growth within HISD, HISD budget analysts now decides how much money each
school receives. Once that money is given to the school, she then allocates the money into

various functions, approve purchases, and make sure purchases are placed in the correct
categories. In addition, she has to make sure all money is spent and that no debt is acquired.
Once she reviewed the process to me, we began developing the fiscal budget. We transferred
objects, but not funds. I helped her partake in a preliminary budget process to see where money
was already spent and uses the current budget as a reference.
She also reviews at any special projects or items of high priority
After interviewing Carrillo Elementary principal, Mary Hallinan I came to the realization that
the budget is one of the most important and critical components of operating a school. Because
the budget is essentially a plan for the upcoming fiscal year, I must collect meaningful data that
supports my expenditures. I must also ensure that stakeholders fully understand the budget
guidelines that the school must abide by. Prior to the first school budget forum, I will provide
stakeholders information on the budget process and guidelines in an explicit way. By doing so, I
am ensuring valuable time is not wasted disagreeing on budget allocations that I have no control
of. Equally important is that the stakeholders share the same school vision and goals. One of my
goals that will serve as a main priority is attendance. I learned that the better my attendance, the
more money I will receive from the district. Thus, the more money I have, the better education I
can provide for the students, which is ultimately what any educator would desire.

3. Lead a Professional Development Session

The HISD 2015- 2016 district goal was for every student to graduate ready for the world,
possessing the characteristics they need to be successful in college and in the work field. HISD
created a leader profile that contains a list of six desired competencies. I was given the

opportunity to present each competency at our professional development seminar in a

meaningful and engaging way.
I then presented the HISD Global Graduate video. Teachers gathered with their grade level
teams. They collaborated amongst each other to develop an action plan. The 6 competencies
were displayed and they had to focus on implementing and displaying evidence of at least 2 in
their instruction for the 2015-2016 school year. After they complete their plans, they presented to
whole group.
Being that this was my first time leading a seminar, I was quite overwhelmed and nervous.
Although, with the help of my principal and the HISD leadership support team, I was able to
complete the task assigned to me. My principal gave me positive and constructive feedback once
I was done. She informed me that I should hold teachers responsible in implementing the Global
Graduate initiative and support them throughout the school year. Therefore, I frequently
communicated to teachers via email and face to face conversation concerning updates and new
ideas. Teachers, displayed students work in hallways that showed implementation of initiatives
and frequently incorporated suggestions and new ideas that were presented to them.

4. Measured Campus School Culture ( teacher perception only)

I purposely interviewed a newly hired teachers at our school that did not represent the
predominantly Hispanic student population.
Our 2nd grade Anglo American teacher, *Jane Doe* stated When I first began teaching at a
predominantly Hispanic Title 1 school there was a vast disconnect between school and home. As
a white teacher who was unfamiliar with the Hispanic culture, I became discouraged and often

frustrated because I felt that I did not have the support from the most influential people in my
students life, the family.
For the upcoming school year, our principal should consider having a few parent
communicators from the Hispanic community meet with the newly hired teacher in efforts to
understand not only the Hispanic culture (language, dress, food, holidays, and music) but also the
deeper components (family structure, beliefs, educational values, and world views). If I she uses
the community as a resource, I think Ms. Doe would have learned that education is viewed
differently than that of the middle class. She would then understand that most of her students
families do value education, but unfortunately, some of the parents or guardians may view it as
being abstract. It is possible that some poverty families simply do not have the time (because of a
nonflexible work schedules), the educational resources, and/or academic background knowledge
to provide for their childs educational needs.
5. Trained Teachers on Literacy by 3 Initiative
The Literacy by 3 initiative was developed by HISD to promote reading and writing
development. They specifically want every HISD student to able to read fluently by the time he/
she enters 3rd grade.
I attended on going professional development that helped me develop the skills and
knowledge necessary to equip teachers at Carrillo Elementary. My job required me to:

Use data to differentiate literacy instruction and monitor progress

Assist campus teachers to support and coach literacy instruction for all populations

Trains campus teachers on foundational literacy skills, ELL strategies and data analysis

Plans and delivers flexible small group instruction that is informed by data and targets
specific skills
As the literacy leader on my campus, I enjoyed being responsible for finding ways to

enhance reading instruction for all teachers. Im fortunate that I was able to meet with the
educational staff and display the data my knowledge on literacy. By doing so, I not only grew as
teacher, but also as a leader. Although the data will speak for itself, I will verbally attest that the
Literacy by 3 strategies make reading comprehensible and engaging for all types of learners and
should be used in order to surpass the states increasingly challenging academic expectations.
6. AEL Training
The Advancing Educational Leadership Training, commonly known as AEL, provided
inspiring leaders a practical approach to leading schools in the 21st century. AELs conceptual
framework developed 7 strands, or soft skills that are aligned to the Texas Education Agencies
principal standards.
This 3 day training was the most insightful training I have attended. It challenged my
philosophy of leadership, which ultimately led to me to understanding the true attributes an
effective leader must have. Contrary to my past belief, leadership is highly relational and
involves a significant degree of personal reflection.
Researcher, Dr. Jim Knight explained that all members of the school community should feel
a sense of psychological safety. Essentially, Dr. Knight believes that educational leaders should
support, encourage, and trust their faculty. By doing so, the principal is building a positive school
culture that maintains the freedom to take chances and allow for growth. Dr. Knight also
described how to develop self and others with power. The most memorable statement he made

was Educational leaders should power with, not power over. As soon he made this profound
statement I began to reflect on what type of approach I must take in order to distribute
leadership. I believe it is critical that I leave my ego out and use a partnership approach.
7. Assisted in Implementation of School Wide Literacy Event
This past year I was able to assist our reading specialist, Ms. Doe, as she planned and
implemented a literacy event for the kindergarten through 5th grade students.
Due to budget short cuts, we had to request for the community to volunteer and aid in
sponsoring food and raffles prizes. Our interpersonal skills were vital to success of the event.
Several months before the event, Ms. Doe formally visited several establishments to formally
speak with employees about the purpose of the event. While there, she clearly explained how the
event would enhance student learning and then requested their help in some manner. I found it
interesting that she did not use any educational jargon, as she did not want language barrier to
prevent her from relaying her message.
Ms. Doe and I also established an open line of consistent communication with all parties
involved. Teachers received written communication about the logistics of the events and were
encouraged to volunteer their time. We reminded all faculty and staff about the schools vision
and how the event aligned with it. Students were frequently reminded about the literacy event
and were encouraged to come. She sent home letters to parents that were clear and concise in the
message. Parent were given her contact information so that if any questions or concerns arise
they could contact her.
I believe that our ability to display superior communication skills through a two way
process of effectively sending and receiving messages allowed for a successful event.

8. Measured and Audited School Culture

I assessed the school culture of Carrillo Elementary and developed an action plan for school
improvement. Overall, Carrillo Elementary has created a culture that is conducive to student
learning. The school received their best ratings in the curriculum and assessment category. The
school provides a large variety of reading, writing, and math curriculum that allows for culture
awareness. This was shown evident by the books available to students in the library and the
student work that was displayed during Black History Month. However, as I conducted my
observation I found that Carrillo has not created a culture that involves parents and the
community. Stakeholders had minimal inclusion in the decision making process as apparent by
the low PTO membership.
I identified Carrillos lowest performance ratings based off of the cultural competence
categories. The school received a 1 in a conflict management category because of their
minimal effort to ensure classroom and school safety. A rating of 1 was also given in several
teaching subcategories. The classroom teachers are specifically in need of professional
development that is focused and long term. Additionally, Carrillo Elementary is in need of more
male representation at the school because of the 37 teachers total, 32 are female and only 4 are
male.
This particular assignment will be beneficial to me as a principal because I now am aware
of the components needed to create a positive school culture and the practical methods to
implement such improvement.
9. Observed Teacher Lesson and Post Conference

I observed a 1st grade teacher with Principal, Mary Hallinan. During the time of the
walkthrough, the teacher, Ms. Smith was giving whole group math instruction. Students seemed
to be engaged in the calendar math lesson with very minimal redirection of behavior. Once
teacher concluded the whole group session, students were placed in math centers as she provided
small group instruction to her lowest performing students. Her students displayed excellent
behavior while at students, thus learning was maximized for all learners in the classroom.
When Ms. Hallinan had the post conference with Ms. Smith, she began by making
positive remarks on the teachers strengths. She then began to ask Ms. Smith questions on the
lesson that allowed her to take responsibility. Most importantly, she took the time to create goals
with her so that they can improve on her instructional weaknesses. It appeared that Ms. Smith
was grateful for the conference because they are able to develop a professional relationship with
Ms. Hallinan. Likewise, Ms. Hallinan has the knowledge and expertise to offers constructive
feedback and suggestions. By doing so, Ms. Hallinan is ensuring that every students needs are
met, objectives are aligned across grade level and there is consistency of practices.

10. Researched and Implemented School Wide Best Practices for Improving
Attendance
Prior to researching the effects attendance has on economically disadvantaged students
achievement in urban elementary schools, I had little knowledge on how detrimental chronic
absenteeism effects scholars. Now that I am aware of the factors that negatively affect low
income students academics, I can make a well informed decision on how to improve attendance
or sustain good attendance at a low income school.

First, I helped create a culture and climate that was welcoming not only to students, but
parents as well. Before the school year began, a 'Back to School ' celebration was scheduled in
order to establish a transparent relationship with parents. During this time, the principal and
teachers stressed the importance of good attendance habits, all while informing parents of
incentives that will be given to the students that have good attendance records for the school
year.
I also coached teachers on how to build positive relationships with students and families,
monitor attendance habits, and action plans for students that have chronic absences. Teachers
were encouraged to make home visits and call their students families hose in order to inform
them on the schools expectations of attending school.
Most importantly, I tracked data of low SES students, similar to those completed in the
studies I researched. Although, it wont be as extensive as the ones read, I did monitor and record
data over the course of several months. Data was also broken down into grade levels, and other
sub populations. This ensured that educational gains were made by the students who needed
them the most.